Use of Mobile Devices in Science Education in a Brazilian Public School Located in a Region of High Social Vulnerability: A Case Study

Use of Mobile Devices in Science Education in a Brazilian Public School Located in a Region of High Social Vulnerability: A Case Study

Isabela Silva, Karen Schmidt Lotthammer, Karmel Silva, Loren Mattana Viegas, Zeni Marcelino, Juarez B. Silva, Simone Bilessimo
Copyright: © 2018 |Pages: 28
ISBN13: 9781522552703|ISBN10: 1522552707|EISBN13: 9781522552710
DOI: 10.4018/978-1-5225-5270-3.ch005
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MLA

Silva, Isabela, et al. "Use of Mobile Devices in Science Education in a Brazilian Public School Located in a Region of High Social Vulnerability: A Case Study." Mobile Applications and Solutions for Social Inclusion, edited by Sara Paiva, IGI Global, 2018, pp. 109-136. https://doi.org/10.4018/978-1-5225-5270-3.ch005

APA

Silva, I., Lotthammer, K. S., Silva, K., Viegas, L. M., Marcelino, Z., Silva, J. B., & Bilessimo, S. (2018). Use of Mobile Devices in Science Education in a Brazilian Public School Located in a Region of High Social Vulnerability: A Case Study. In S. Paiva (Ed.), Mobile Applications and Solutions for Social Inclusion (pp. 109-136). IGI Global. https://doi.org/10.4018/978-1-5225-5270-3.ch005

Chicago

Silva, Isabela, et al. "Use of Mobile Devices in Science Education in a Brazilian Public School Located in a Region of High Social Vulnerability: A Case Study." In Mobile Applications and Solutions for Social Inclusion, edited by Sara Paiva, 109-136. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5270-3.ch005

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Abstract

This chapter aims to present a case study about the use mobile devices as a tool to practice in science classes in subjects related to the parts of the human body and digestive system. This case study was carried out with 24 students of the fifth grade of a public school located in a region of high social vulnerability of the city of Araranguá, Santa Catarina, Brazil, in partnership with the Laboratory of Remote Experimentation (RexLab). For the practice, the following applications were used: Human Body Systems 3D, Human Anatomy and Puzzle Anatomy. At the end, students were asked to respond to a questionnaire about the level of satisfaction related to the use of tablets in the classroom. Through the answers, a positive reaction related to the integration of digital technologies in the classroom was perceived, characterizing, thus, an assertive opportunity to continue the use of mobile devices in the school environment, giving an improvement in the quality of teaching of the sciences provided by the applications, considering the benefits of digital inclusion.

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