Publicación: Augmented reality, projects in primary school: experiences and cases in Social Sciences
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2017
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info:eu-repo/semantics/openAccess
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Universidad de Córdoba (España). UCOPress
Resumen
La realidad aumentada es un recurso que permite añadir información virtual sobre la realidad, propiciando una aplicación educativa que posibilita una serie de dinámicas e interacciones en el aula. Desde la presente aport ación se introduce una integración de esta tecnología en una unidad didáctica en 4º, 5º y 6º de primaria. Se parte de los supuestos pedagógicos de las teorías psicológicas constructivistas, concretamente desde la teoría del aprendizaje significativo y por otra parte los supuestos en aprendizaje colaborativo. Se plantea un proceso centrado en la exploración de figuras a través de la realidad aumentada con dispositivos, trabajo grupal y trabajo centrado en el arte de los pueblos prerromanos, tratando de ident ificar sus características. Se concluye que este planteamiento aporta un interés, curiosidad y satisfacción al alumnado, potenciando su motivación desde enfoques activos y colaborativos.
The augmented reality is a resource that allows working with virtual information about the reality, which allows an educational application that propitiates and makes possible a seri es of dynamics and interactions in the classroom. From the present contribution an integration of augmented reality in a didactic unit is introduced in 4º, 5º and 6º in primary school. It starts from the pedagogical assumptions of constructivist psychologi cal theories; specifically from the theory of significant learning, and the assumptions in collaborative learning. The process is centered in the exploration of figures through the augmented reality with devices, and group work focused on the art of the pr e Roman art, trying to identify their characteristics. We concluded that this approach brings interest, curiosity and satisfaction to the students, enhancing their motivation from active and collaborative approaches.
The augmented reality is a resource that allows working with virtual information about the reality, which allows an educational application that propitiates and makes possible a seri es of dynamics and interactions in the classroom. From the present contribution an integration of augmented reality in a didactic unit is introduced in 4º, 5º and 6º in primary school. It starts from the pedagogical assumptions of constructivist psychologi cal theories; specifically from the theory of significant learning, and the assumptions in collaborative learning. The process is centered in the exploration of figures through the augmented reality with devices, and group work focused on the art of the pr e Roman art, trying to identify their characteristics. We concluded that this approach brings interest, curiosity and satisfaction to the students, enhancing their motivation from active and collaborative approaches.
Descripción
Categorías UNESCO
Palabras clave
aprendizaje colaborativo, aprendizaje significativo, Educación Primaria, realidad aumentada, tecnología educativa
Citación
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales