Pixel International Conferences

The intention is to clarify whether the learning material "Real Gases", in digital format and with use of interaction cycles (C) and multi-representation (M), would enable learning gains and increased representational competence in chemistry students of the 11th year. The interaction cycles are resources that will allow variations in the communicative approach classes, using the dialogical, authority, interactive and non-interactive dimensions. The objective is a progressive transformation of the content of discourse, from everyday ideas to the development of an empirical generalization. With the use of multirepresentation, a strengthening of the representational competences of the students is envisaged, with emphasis on the treatment and conversion of representations. The sample will be divided into four groups of more ou less 32 students each, submitted to the treatments: Web class, web + C, web + M and web + C + M. Pre-test and post-test will be used in all groups, with essay questions in the assessment. The production of text and the use of multiple modes will be analyzed, according to a previously validated script. The research focusses itself on only part of the gas content, which is a limitation. On the other hand, the understanding of some relations between aspects of the construction of discourse in science teaching may contribute, in future studies, to the extension of applicability of research to other contents and a support for future discussions in other sciences and in other levels of schooling, including higher education. Finally, it is hoped that the experience derived from this research in science education may contribute to timely discussions also in the field of science dissemination.

Keywords: Chemistry teachin; Discourse; Semiotics.

References:

[1] Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos. Lisboa: Plátano Edições Técnicas. Tradução do original The acquisition and retention of knowledge (2000).
[2] Carey, J. (2013). Multimodal methods for researching digital technologies. In  Sara Price, Carey Jewitt & Barry Brown (eds.), SAGE Handbook of Digital Technology research (pp. 250-265).
[3] Carmo, H. & Ferreira, M. M. (2008). Metodologia da Investigação. Guia para Autoaprendizagem. Lisboa: Universidade Aberta, 2.ª ed.
[4] Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
[5] Laburú, C. E. & Silva, O. H. M. (2011). Multimodos e múltiplas representações: fundamentos e perspectivas semióticas para a aprendizagem de conceitos científicos. Investigações em Ensino de Ciências, 16(1), 7-33.
[6] McDermott, M. A. & Hand, B. (2013). The impact of embedding multiple modes of representation within writing tasks on high school students’ chemistry understanding. Instructional Science, 41(1), 217–246.
[7] Moreira, M. A. (2012). ¿Al final, qué es aprendizaje significativo? Revista Qurriculum, 25, 29-56.
[8] Mortimer, E. F. & Scott, P. (2002). Atividade discursiva nas salas de aula de Ciências: uma ferramenta sociocultural para analisar e planejar o ensino. Investigações em Ensino de Ciências, 7(3), 283-306.
[9] Mortimer, E., Massicame, T., Buty, C. & Tiberghien, A. (2007). Uma metodologia para caracterizar os gêneros de discurso como tipos de estratégias enunciativas nas aulas de ciências. In Nardi, R., A pesquisa em ensino de ciência no Brasil: alguns recortes (pp. 53-94). São Paulo: Escrituras, 2007.
[10] PVANet (2016). Ambiente Virtual de Aprendizagem da Universidade Federal de Viçosa.  Disponível em https://www2.cead.ufv.br/sistemas/pvanet/ geral/login.php.
[11] Wartha, E. J. & Rezende, D. B. (2011). Os níveis de representação no ensino de Química e as categorias da semiótica de Peirce. Investigações em Ensino de Ciências, 16(2), 275-290.