50
Referências Cód.
BARAB, S.A.; SADLER, T.D.; HEISELT, C.; HICKEY, D.; ZUIKER, S. Relating narrative,
inquiry, and inscriptions: supporting consequential play. Journal of Science Education and
Technology, v. 16, n. 1, p. 59-81, 2007.
A1
BARNETT, M.; KEATING, T.; HARWOOD, W.; SAAM, J. Using emerging technologies to help
bridge the gap between university theory and classroom practice: challenges and successes. School
Science and Mathematics, v. 102, n. 6, p. 299-312, 2002.
A2
BODZIN, A.M. Integrating instructional technologies in a local watershed investigation with urban
elementary learners. The Journal of Environmental Education, v. 39, n. 2, p.47-57, 2008.
A3
COTNER, S.H.; FALL, B.A,; WICK, S.M.; WALKER, J.D; BAEPLER, P.M. Rapid Feedback
assessment methods: can we improve engagement and preparation for exams in large-enrollment
courses? Journal of Science Education and Technology, v. 17, p. 437-43, 2008.
A4
DUNLEAVY, M.; DEDE, C; MITCHELL, R. Affordances and limitations of immersive
participatory augmented reality simulations for teaching and learning. Journal of Science Education
and Technology, v. 18, n. 1, p.7-22, 2008.
A5
ENYEDY, N.; HOADLEY, C.M. From dialogue to monologue and back: middle spaces in
computer-mediated learning. Computer-supported collaborative learning, v. 1, p. 413-39, 2006.
A6
HOULE, M., E.; BARNETT, M.G. Studentes conceptions of sound waves resulting from
enactment of a new technology-enhanced inquiry-based curriculum onn urban bird communication.
Journal of Science Education and Technology, v. 17, p. 242-51, 2008.
A7
KONG, S.C.; YEUNG, Y.Y.; WU, X.Q. An experience of teaching for learning by observation:
remote-controlled experiments on electrical circuits. Computers & Education, v. 52, p. 702-17,
2009.
A8
KLOPFER, E.; SQUIRE, K. Environmental detectives-the development of na augmented reality
plataform for environmental simulations. Educational Technology Research and Development,
v. 56, p. 203-28, 2008.
A9
LIM, C.P.; NONIS, D.; HEDBERG, J. Gaming in a 3D multiuser virtual environment: engaging
students in science lessons. British Journal of Educacion Technology, v. 37, n. 2, p. 211-31, 2006.
A10
SQUIRE, K.D.; JAN, M. Mad City Mystery: developing scientific argumentation skills with a
place-based augmented reality game on handheld computers. Journal of Science Education and
Technology, v. 16, n. 1, p. 5-29, 2007.
A11
TAASOOBSHIRAZI, G.; ZUITER, S.J.; ANDERSON, K.T.; HICKEY, D.T. Enhancing Inquiry,
understanding and achievement in a astronomy multimedia learning environment. Journal of
Science Education and Technology, v. 15, n. 5, p. 383-95, 2006.
A12
WANG, S.K; REEVES, T.C. The effects of a web-based learning environment on the student
motivation in a high school earth science course. Education Technology Research and
Development, v. 55, p. 169-92, 2007.
A13
YARNALL, L.; SHECHTMAN, N.; PENUEL, W. Using handheld computers to support improved
classroom assessment in science: results from a field trial. Journal of Science Education and
Technology, v. 15, n. 2, p.142-158, 2006.
A14
Quadro 3.1: Artigos selecionados para análise
3.1.1 Problemas educativos
Cinco categorias de problemas educativos são identificadas nos trabalhos examinados,
trazendo diferentes focos de problematização, como exposto no quadro 3.2.
Nos artigos analisados, o problema da “descontextualização dos conteúdos científicos”
é abordado a partir da dificuldade de os alunos se apropriarem dos conhecimentos científicos
trabalhados na escola. Essa questão é problematizada com base: na falta de contextualização
do conteúdo no cotidiano dos alunos (A3, A7, A9), na falta de contextualização social dos
conteúdos escolares (A1, A11) e na dificuldade de representar os conceitos científicos
abstratos (A8).