Licenciatura em Química (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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3 resultados
Resultados da Pesquisa
Item Utilização de aplicativos de realidade aumentada para a construção do conhecimento químico(2024-03-08) Melo, Katiuska Genuino de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6359559341539892Digital Information and Communication Technologies (DIT) stand out in the area of Education, contributing to different pedagogical practices, configuring themselves as a viable alternative for teaching and learning processes. Among the various TDIC, Augmented Reality (AR) has stood out in recent years as a promising Digital Teaching Resource. AR is a resource that can be used in chemistry classes, as it is an integration of virtual elements with the real world, becoming a promising resource for the three-dimensional exemplification of complex molecules and atoms, in addition to a variety of possibilities for teaching Chemistry content. The present research aims to develop and use strategies for implementing AR applications in Chemistry Teaching. To this end, qualitative participant research was carried out with first-year high school students to address the subjects: Atomic Models, Periodic Table and Chemical Bonds, developed in four methodological stages. Initially, we sought to analyze the limits and possibilities regarding the use of the Augmented Reality Digital Didactic Resource (RDD) in Chemistry Teaching and then propose teaching strategies based on Active Technological Learning (ATA) which seeks to promote the construction of chemical knowledge through the application of emerging technologies, such as AR applications, as an effective teaching approach. The intervention carried out with the students was also analyzed in order to describe the possible advantages and disadvantages of its use. The results show that the use of AR technology has the capacity to provide a 3D and dynamic view of what students and teachers previously only observed in 2D statically in books and pictures, and can contribute to substantial, differentiated and dynamic learning, awakening the imagination and students' interest when it starts to be used as a digital teaching resource, associated with mobile learning through Active Methodologies.Item Avaliação de aplicativos de Química: uma investigação através do Modelo de Avaliação de Aplicativos Educacionais(2024-03-01) Oliveira, Vanessa Silva de; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872The presence of Digital Information and Communication Technologies (DIT) in education has grown significantly over the years. This growth can be seen mainly in the frequent use of smartphones and tablets in the classroom, and in the number of applications (apps) for educational purposes available on digital platforms. For the teaching and learning of Chemistry, and specifically the subarea of organic chemistry, the contributions that help the understanding of this Science are unlimited, based on the visualization and interaction provided by the available applications. However, for a conscious and objective use of this tool, it is necessary that the teacher knows how to administer it in a structured way to achieve positive results in the students' learning process. Thus, the present work aims to develop a new model based on technical and pedagogical aspects, existing in evaluation models of Digital Educational Games (DEG) incorporating Bloom's Taxonomy, in addition to analyzing Organic Chemistry applications (Apps). available for free on the Google Play® platform. To achieve this, the methodological path consists of 4 steps: 1) Survey of organic chemistry applications available on Google Play® through the latent corpus; 2) Survey of models and evaluation instruments for educational digital games on the Google Scholar platform; 3) Development of a model for evaluating apps; 4) Analysis of chemistry applications found in the latent corpus, according to the model for evaluating the proposed applications. The results show that there is a diversity of organic chemistry applications, as well as JED assessment models, contributing to the development of the Educational Application Assessment Model (EAAM), composed of categories and requirements that make up technical and pedagogical aspects found and adapted from the DEG models analyzed. Furthermore, based on the EAAM produced, we analyzed Organic Chemistry applications, identifying characteristics that can be used in teaching chemistry, including: quiz characteristics, good technical functioning, levels of complexity in the content, among others. Finally, research indicates that EAAM has the potential to assist teachers in choosing applications available in application stores, given its focus on technical and pedagogical aspects that influence student learning, in addition to being able to be used for the construction of new applications in different areas, in addition to Chemistry teaching.Item Desenvolvimento de projeto em realidade aumentada para o ensino dos conceitos da cinética química(2021-12-22) Silva, Jobson Albuquerque da; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2128851369408094It is as a result of the development of Digital Information and Communication Technologies (DICT) that today, in the 21st century, several paths can be created in order to enable the construction of knowledge in an educational context. The means by which teaching and learning processes are applied, formerly limited to four walls in traditional and authoritarian teaching, have been acquiring more space in the digital world and this reflects the idea of having a future even more immersed in this scenario. Smartphone apps, for example, are already a reality in education and both teachers and students have been making progress in their use inside and outside the classroom, enabling mobile learning, a very relevant feature in the digital age. That said, this work aimed to develop an app in augmented reality for teaching the concepts of Chemical Kinetics in order to assist, as a digital didactic resource, in educational processes. For its development, paths were sought for a basic training in the area of programming in order to broaden the vision and know which is the best software for app development in augmented reality (AR). The software chosen for the action were Unity and Vuforia, since both allow mutually creating and associating their resources such as graphic assets, markers to be plotted using their coordinates, in addition to operations such as animation, AR association and finally creating apps. Initial tests were carried out by the software used in the work, culminating in the production of two AR experiments using graphical objects from the Unity library, serving as a starting point for building the app as a whole. The proposal for the development of the app in Augmented Reality proved to be quite interesting with regard to innovation for teaching Chemistry, such as the product acquired in this process, having the potential to work in the classroom by both teachers and students.