Banca de DEFESA: WILLYAN ALVES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : WILLYAN ALVES DA SILVA
DATA : 10/05/2021
HORA: 08:00
LOCAL: Barra do Bugres
TÍTULO:

AUGMENTED REALITY IN TEACHING OF TOPICS OF PARTIAL DERIVATIVES IN THE COMPUTER SCIENCE COURSE OF UNIVERSIDADE DO ESTADO DE MATO GROSSO, CAMPUS BARRA DO BUGRES - MT

PALAVRAS-CHAVES:

Digital Technologies. Teaching. Partial derivatives.

PÁGINAS: 86
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

The use of technological tools has been important as an aid tool, aiming to facilitate the teaching-learning process. Therefore, the objective of this research was to evaluate the use of an augmented reality application to be used in the teaching of partial derivative topics in the Computer Science course at the State University of Mato Grosso. It is a qualitative research of an applied nature, with an exploratory objective and experimental research procedure. The application was developed from the requirements survey, based on UML diagrams, using adaptation of agile software development methodologies, such as XP and Scrum. For evaluating the application, four exercises were carried out, which contained a QR-code, which when recognized by the application, displays on the mobile screen the options related to the exercise in question. Although the research had as an elementary characteristic the use of technology, the content presented in the application, even if not systematically arranged, can serve as a didactic resource. The context of data production took place at the State University of Mato Grosso, campus Dep. Est. Renê Barbour, in the municipality of Barra do Bugres, the participating subjects were teachers who teach subjects that address the content of Derivatives. After using the application, a structured questionnaire was applied to assess the possibility of yours in the classroom. As a result, we sought to contribute to improving the perception of content, as tools with augmented reality technology can assist in the knowledge acquisition process, by allowing visualization and interaction with elements representative of the disciplinary contents. The theoretical foundation is based on Marc Prensky, who proposes that educators should teach both Legacy content (reading, writing, logical reasoning) and the Future (large-scale, digital and technological content) in the language of Digital Natives. As a result, it was analyzed in order to assess the potential and limitations of using the application in the class, allowing teachers, and in the future students, to use a resource that can help them have a better understanding of the content, in addition to encouraging students. educators to use a teaching language compatible with this new generation of students.

MEMBROS DA BANCA:
Presidente - 90384008 - FERNANDO SELLERI SILVA
Interno - 121144002 - CLÁUDIA LANDIN NEGREIROS
Interno - 135400002 - MINÉIA CAPPELLARI FAGUNDES
Externo à Instituição - ANA PAULA CARVALHO CAVALCANTE FURTADO - UFRPE