INTERACTIVE CELL

INNOVATING INVESTIGATIVE SCIENCE TEACHING WITH AUGMENTED REALITY

Abstract

This study explored the use of augmented reality (AR) as an educational tool in science teaching, aiming to overcome the challenges faced by middle school students in understanding the structure and functioning of cells. Traditional approaches, characterized by static images and minimally interactive physical models, often hinder engagement and the development of meaningful comprehension of the content. The study proposed a pedagogical strategy based on active methodologies incorporating AR to promote investigative and interactive learning. The methodology employed a qualitative approach applied to a 6th-grade class. The intervention was organized into four stages: diagnosing students' prior knowledge, conducting theoretical and practical lessons using AR for manipulating three-dimensional cell models, fostering student collaboration in systematizing interactive content, and assessing learning through dialogue circles and questionnaires. The results indicated that AR use enhanced student engagement, facilitated conceptual organization, and promoted more significant content retention. It was concluded that integrating AR into science education enhances investigative practices, providing an interactive and dynamic learning experience. The developed investigative teaching sequence proved to be a transformative and practical approach for making science education more dynamic, interactive, and aligned with contemporary educational demands.