Desenvolvimento de uma estação agroclimatológica de baixo custo: uma proposta de ferramenta tecnológica de apoio ao ensino de disciplinas dos cursos da área agrícola

Abstract

Currently, technology is increasingly present in everyday life, impacting social relationships and people's lives and this is also reflected in education. Technological resources allied to the Internet can significantly contribute to teaching, mainly due t o the profile of current students who are more connected and active, allowing more innovative teaching strategies and tools and/or artifacts to be created contributing to the school community. Some important concepts are fundamental for these strategies to be successful, such as the maker movement, the Internet of Things and active teaching methodologies, such as ProblemBased Learning. Based on these concepts, this research aims to develop an artifact, an automatic low station, and educost agrometeorology cational activities that will be prepared based on the ProblemBased Learning methodology, where students will solve, in practice, problems proposed with the use of station data. The methodology used was Design Science Research, which guides the creation o f products that will contribute to the real world. The artifact was developed in accordance with the requirements raised by professors in the agricultural area and due to the global Covid19 pandemic, the research was evaluated by a panel of experts compos agricultural area and technicians, analysts and professors in the area of ed of professors in the information technology. The evaluation was carried out through questionnaires and was divided into two stages; the first stage uses the five dimensional mul tidimensional evaluation method presented by Filatro and Cairo (2015) to evaluate the functionality and quality of the artifact (station) together with the educational activities; the second stage of the evaluation uses the SUS method (System Usability Sca le), developed by Brooke (2013), to evaluate both the usability of the web system and the development of the station prototype, whose minimum acceptable average is 68 points. The main results in the first stage point out the importance of working with prac tical activities, with the use of the station and that most institutions do not have the equipment. The result of the second stage shows a SUS average of 85.6 points, considered “excellent”, and a SUS average of 75.6 points for the development of the artif act, considered “good”. It is expected that this research will contribute to teaching and learning and, at the same time, bring motivation to students for the development of similar products, through multidisciplinary projects.