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Entre o Manual e o Digital: A Realidade Aumentada como Ferramenta de Medição nas Aprendizagens em Ciências Naturais
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O presente relatório surge no âmbito do Mestrado em Ensino do 1.º CEB e de Matemática e Ciências Naturais no 2.º CEB e encontra-se dividido em duas partes. A primeira parte constitui uma reflexão crítica sobre o processo de desenvolvimento profissional e sobre as aprendizagens construídas em contexto de estágio no âmbito da Prática de ensino Supervisionado, evidenciando o papel da prática reflexiva na consolidação da identidade docente e na compreensão das dinâmicas da sala de aula. A segunda parte corresponde ao estudo empírico realizado, centrado na integração da Realidade Aumentada (RA) no ensino das Ciências Naturais, concretamente no tema “A influência do meio nos animais”, lecionado no 2.º Ciclo do Ensino Básico. Este estudo teve como principal objetivo analisar o impacto da utilização da RA nas aprendizagens significativas dos alunos, explorando a sua influência na motivação, no envolvimento e na compreensão conceptual. Duas turmas participaram no estudo, sendo que a primeira utilizou a RA na exploração da temática e a segunda seguiu uma metodologia de ensino mais tradicional e expositiva. Recorreu-se a uma abordagem metodológica de natureza qualitativa, complementada por dados quantitativos de apoio, baseando-se na observação direta, nas atitudes dos alunos e na análise de pré-testes e pós-testes. Os resultados evidenciaram melhorias expressivas nas aprendizagens dos alunos que participaram nas atividades com RA, especialmente na capacidade de estabelecer relações entre forma e função dos organismos e na aplicação dos conhecimentos a novas situações. Constatou-se ainda um aumento notório na motivação e no envolvimento, com os alunos a revelarem maior curiosidade e participação ativa nas tarefas. Em contraste, a abordagem tradicional apresentou progressos mais limitados e centrados na memorização. Conclui-se que a integração da Realidade Aumentada, quando devidamente articulada com objetivos curriculares, potencia aprendizagens mais significativas e promove um ensino mais dinâmico, interativo e contextualizado. O estudo reforça, assim, a importância da inovação pedagógica e da reflexão docente como pilares da formação profissional e da construção de uma escola capaz de responder aos desafios da sociedade digital.
This report was developed within the scope of the master’s degree in teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education, and it is divided into two main parts. The first part presents a critical reflection on the process of professional development and on the learning experiences built during the Supervised Teaching Practice, highlighting the role of reflective practice in consolidating teacher identity and in understanding classroom dynamics. The second part corresponds to the empirical study carried out, which focused on the integration of Augmented Reality (AR) in the teaching of Natural Sciences, specifically on the topic “The influence of the environment on animals”, taught in the 2nd Cycle of Basic Education. The main goal of this study was to analyze the impact of using AR on students’ meaningful learning, exploring its influence on motivation, engagement, and conceptual understanding. Two classes participated in the study: the first used AR to explore the topic, while the second followed a more traditional, expository teaching approach. A qualitative methodological approach was adopted, complemented by supporting quantitative data, based on direct observation, students’ attitudes, and the analysis of pre-tests and post-tests. The results revealed significant improvements in the learning outcomes of the students who participated in the AR-based activities, particularly in their ability to establish relationships between form and function in organisms and to apply knowledge to new situations. There was also a noticeable increase in motivation and engagement, with students demonstrating greater curiosity and active participation in tasks. In contrast, the traditional approach showed more limited progress, mostly centered on memorization. It is concluded that the integration of Augmented Reality, when properly aligned with curricular objectives, enhances meaningful learning and promotes a more dynamic, interactive, and contextualized teaching process. This study therefore reinforces the importance of pedagogical innovation and teacher reflection as key pillars of professional development and as fundamental to building a school capable of responding to the challenges of the digital society.
This report was developed within the scope of the master’s degree in teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education, and it is divided into two main parts. The first part presents a critical reflection on the process of professional development and on the learning experiences built during the Supervised Teaching Practice, highlighting the role of reflective practice in consolidating teacher identity and in understanding classroom dynamics. The second part corresponds to the empirical study carried out, which focused on the integration of Augmented Reality (AR) in the teaching of Natural Sciences, specifically on the topic “The influence of the environment on animals”, taught in the 2nd Cycle of Basic Education. The main goal of this study was to analyze the impact of using AR on students’ meaningful learning, exploring its influence on motivation, engagement, and conceptual understanding. Two classes participated in the study: the first used AR to explore the topic, while the second followed a more traditional, expository teaching approach. A qualitative methodological approach was adopted, complemented by supporting quantitative data, based on direct observation, students’ attitudes, and the analysis of pre-tests and post-tests. The results revealed significant improvements in the learning outcomes of the students who participated in the AR-based activities, particularly in their ability to establish relationships between form and function in organisms and to apply knowledge to new situations. There was also a noticeable increase in motivation and engagement, with students demonstrating greater curiosity and active participation in tasks. In contrast, the traditional approach showed more limited progress, mostly centered on memorization. It is concluded that the integration of Augmented Reality, when properly aligned with curricular objectives, enhances meaningful learning and promotes a more dynamic, interactive, and contextualized teaching process. This study therefore reinforces the importance of pedagogical innovation and teacher reflection as key pillars of professional development and as fundamental to building a school capable of responding to the challenges of the digital society.
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Realidade Aumentada Ensino de Ciências Naturais 2.º Ciclo do Ensino Básico Aprendizagem Significativa Motivação Augmented Reality Teaching of Natural Sciences 2nd Cycle of Basic Education