Panorama da circulação intracoletiva e intercoletiva de ideias das pesquisas e publicações sobre a realidade aumentada no ensino de química

Abstract

Augmented reality (AR) is a digital technology that is developing rapidly and its applications in various contexts of society, including education, can bring several benefits. Previous research shows that there are many literature review studies on RA in education, but few with a focus on Science Education (Chemistry). As a consequence, little is known about the trends and challenges of the subject in question. Thus, the objective of the work is to provide an overview of the intracollective and intercollective circulation of ideas about research and publications that address AR in the teaching of Chemistry in Brazil. Through a systematic review of the literature of 14 studies between the years 2008 and 2018, using the epistemological category of Ludwick Fleck’s epistemological circulation of ideas as a theoretical reference, there was a low incidence of research and publications on AR in teaching of Chemistry and among those analyzed the majority are concentrated in the South and Southeast regions. Regarding the intercollective circulation of ideas, this is guaranteed due to the fact that the area of Chemistry teaching is composed of several thought collectives. Intracollective circulation, however, is in an incipient stage due to the distinct sharing of references and because there is no researcher or group of researchers specifically focused on the topic. In addition, the tendency to use AR to work with Chemistry subjects at the level of submicroscopic representation was also identified.