A contribuição da tecnologia Qr Code no ensino e na aprendizagem do tratamento e qualidade da água

Abstract

Teaching and learning in the 21st century requires countless challenges. Among the most relevant ones, it is stressed the limitation of the traditional didatic materials. In this context, the QR code rises in the school environment as a technological alternative to contribute to the work of the student body and the faculty. The guidance of the theoretical contents printed on didactic materials for digital purposes may be done through the QR code printed on the page of a book or a handout, contributing to the object of learning which is being worked on by the teacher. This technological resource may also minimize problems related to scho attendance, presenting itself as an efficient didactic support in the selfstudy. Several studies about the learning processes indicate that online learning will be in evidence in Pedagogy in the next decades, obligating us to develop pedagogical processes which meet the students' needs in the digital era. Through this research it was investigated the contributton of the insertion of the QR code in didactic materials for the comprehension of the content "Treatment and Quality of Water", pointing out the differences of school performance among users and non-users of the technological resource. This research presented to the faculty a new didactic alternative for the development and creation of a lesson plan of the referred object of knowledge. The research was developed through the quantitative and qualitative method. The study was applied to three classes of the 9th grade of Elementary School and to the faculty of "Sistema de Ensino Equipe" (Belém-PA and Ananindeua-PA). The quantitative method was adopted in order to point out the advances in the learning process from the usage of the didactic material with the QR code through the analysis of the numeric data and the average of the graphics obtained during the evaluation. The qualitative was applied in the analysis of the contribution of the material with the QR code, in the faculty's work and in the application of the context in the school community. The research results indicated that the students who had access to the educational material with QR Code but did not participate in the lecture (Group 2) had higher performance on the test. Therefore, this research provides evidence of a direct relationship between academic achievement and pedagogical approaches that promote student autonomy in learning.