Realidad aumentada como recurso de aprendizaje de la química para favorecer actitudes positivas de los estudiantes

Abstract

Students show negative attitudes due to their lack of interest; these attitudes turn out to be a relevant factor in the learning of Sciences, causing poor performance in the area of ​​Chemistry; on the other hand, the decontextualized teaching of society and its environment, such as, for example, issues with little utility detached from its context, does not allow the student to relate and feed back their learning. This degree work aims to support the learning of Chemistry in eleventh grade students through interaction with a digital model of Augmented Reality as a teaching resource that allows to favor the positive attitudes that students have of the subject. The study is carried out with students of two eleventh grade courses; one of these as a control group and the other as an experimental group to contrast attitudes and the learning process. Students are observed and applied to surveys before, during and after the interaction with the digital model of Augmented Reality, which allows the triangulation of results from different perspectives. It is expected that a better understanding of Chemistry will be evident, as well as a good academic performance, as in the reviewed background, generating a favorable attitudinal change through collaborative work through the application of the digital model of Augmented Reality oriented by solution from problems.