USO DA REALIDADE AUMENTADA E VIRTUAL NO ENSINO DE QUÍMICA NO BRASIL: UMA REVISÃO SISTEMÁTICA DA LITERATURA

• DOI: 10.22533/at.ed.0332319121

• Palavras-chave: Realidade Aumentada. Realidade Virtual. Ensino de Química.

• Keywords: Augmented Reality. Virtual reality. Chemistry teaching.

• Abstract: Several studies have reported obstacles in terms of understanding the discipline of Chemistry. In this way, the National Curricular Common Base (BNCC) declares that technologies can be configured as tools for the construction of knowledge in the classroom. One of these technologies on the rise in the literature is the use of Augmented Reality (AR) and Virtual Reality (VR) that have the ability to make abstract subjects more perceptive to the user's senses. Given the above, the objective of this work is to carry out a systematic review based on empirical studies on the use of these technologies in the teaching of chemistry in Brazil. With this, we intend to provide an overview of how AR and VR have been explored, highlighting positive and negative aspects of their implementation, and seeking relationships with some pedagogical foundation and with the development of skills and abilities available by the BNCC. The results show that these tools, if used correctly, can bring several benefits to learning in chemistry classes. However, despite the growing number of publications on the subject in recent years, there is still no homogeneous diffusion of these studies across the regions of the country.