Abstract
The Internet of Things (IoT) is a network composed of various objects and devices connected to the Internet, which emerge with great potential for education. Thus, in order to verify the potential of IoT in an interdisciplinary approach of the science curriculum in the 3rd Cycle of Basic Education emerges project SOLL: Intelligent Objects Linked to Learning, which is an interactive, dynamic and interdisciplinary learning platform, supported by a set of technologies that collect and store data from a greenhouse for later interdisciplinary analysis. In this article, the platform’s architecture is exposed and, from a mixed methodology - student questionnaires, teacher focus group interviews and continuous observation of participants recorded in the researcher’s diary - the data obtained show that this platform respond to the new learning community structure, by adopting a different learning model, with exploration of interests and enrichment of educational experiences.
Highlights
“Technologies are in society and bring new challenges, needs and possibilities” (Bruno et al, 2019: 62)
We identify the sensors of our prototype to collect data in real time from the monitoring of the greenhouse
8th grade students “I think the goal of the project was successfully achieved even by being with technologies that captivate our interest as young people today.”
Summary
“Technologies are in society and bring new challenges, needs and possibilities” (Bruno et al, 2019: 62). The European Commission (Comissão Europeia, 2012) states that “digital technologies have an impact on education, training and learning through the development of more flexible learning environments adapted to the needs of a highly mobile society” In this context, given the explosion of knowledge that has taken place, the teaching model cannot continue to be guided by the transmission of knowledge. This will have to evolve into a model based on the “cultivation of skills,” (Adrião, 2018: 98) in which the student needs a more active role, given the high speed of information and knowledge spread in today’s society, students will have to maintain lifelong learning, and it is necessary that they be equipped with tools that allow them to evaluate and assimilate new knowledge In this context, the teaching-learning process is understood as a construction that involves an active role on the part of the students. Predicting that the result could be a democratization of education not previously seen (Reid-Martinez and Grooms, 2018) and an aid in the fight against school failure
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