O uso da metodologia ativa “realidade aumentada” no ensino de Química: um estudo bibliográfico quantitativo

Abstract

This research consists in investigating the use of active methodologies, more specifically augmented reality, in Chemistry Teaching, making the student the protagonist of his own learning, being responsible for the construction of his knowledge. Its objective is to know the scientific production about the use of augmented reality in Chemistry Teaching, anchored in the theoretical assumptions of Kirner (2008), Tori, Kirner and Siscouto (2006), Azuma (1997), Romão and Gonçalves (2013), García, Ortega and Zednit (2017) among others. For data collection, a bibliographic search was conducted through 16 selected articles, from 2010 to 2020, in the databases Scientific Electronic Library Online (SciELO), Google Scholar, Coordination of Improvement of Higher Education Personnel (CAPES) and Brazilian Digital Library of Theses and Dissertations (BDTD). The analysis indicates that augmented reality has been an efficient proposal in the Teaching of Chemistry, however, there is a need that must be met, which is the training of teachers to act with teaching through Augmented Reality.