Realidade Aumentada para a Abordagem de Reações Químicas: Uma Experiência Pedagógica no Ensino Médio

Resumo

In recent years, studies on the use of Augmented Reality (AR) in education have drawn significant
attention from teachers and researchers, particularly following the pandemic, which likely accelerated
the adoption of technology-driven pedagogical practices, especially those using smartphone applications.
This manuscript presents findings from a classroom study investigating AR’s potential and challenges in
chemistry education. The study was carried out with first-year high school students in a public school in
Natal, Brazil, and involved a series of activities on chemical reactions in classroom. Data were collected
through questionnaire, students’ written responses and audio recording of discursive interactions in the
classroom. The data analysis followed a qualitative approach, seeking evidence of how participants
mobilized meanings around chemical reactions through classroom discussions and, specifically, during
activities involving AR. Findings revealed that AR supported students in better visualizing, describing,
and interpreting chemistry concepts, particularly in connecting the macroscopic, submicroscopic, and
representational levels of understanding. The study also promoted reflection on the epistemological nature
and limitations of scientific models as representational tools in chemistry. Findings suggest that AR can
facilitate a more comprehensive grasp of chemical phenomena, offering students a new perspective on
complex concepts and potentially enhancing their engagement with the subject matter.

Keywords: Augmented Reality; Sequence of activities; Chemical Reactions.