| Grant number: | 18/23819-9 |
| Support Opportunities: | Regular Research Grants |
| Start date: | April 01, 2019 |
| End date: | March 31, 2021 |
| Field of knowledge: | Humanities - Education - Specific topics in Education |
| Principal Investigator: | Salete Linhares Queiroz |
| Grantee: | Salete Linhares Queiroz |
| Host Institution: | Instituto de Química de São Carlos (IQSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil |
Abstract
Inscriptions are defined as visual representations of material inherently developed during scientific tasks, such as graphs, photographs, tables, equations, maps, schematics, etc. Among them, and of particular interest for this research, are chemical inscriptions. Given the importance of inscriptions, both for scientific communication and for science teaching, and that they are often found in textbooks and the classroom, the fact that many students experience difficulties using and interpreting them is a matter of great concern. Thus, studies are being developed, considering the understanding of aspects that interfere in the reading of inscriptions, as well as the delineation of didactic sequences potentially capable of promoting students' graphic literacy. This can be characterized as being the knowledge to deal with the visual modes of communication, especially inscriptions. In this perspective, this project aims to investigate how undergraduate chemistry students´ graphic literacy skills are demonstrated during their interaction using inscriptions in authentic scientific cultural practices, which in this work are configured as oral presentations. To do so, a didactic sequence will be developed and carried out in order to foster such skills. By using this didactic sequence we seek to understand their potentialities considering the aim of the proposal, which is to develop students' graphic literacy. The theoretical basis for the analysis is based on papers reported in the literature on inscriptions. The corpus of the investigation will consist of the oral presentations produced by the undergraduates in the context of each of the didactic sequences. We intend, therefore, to contribute by reflecting on what allows and/or what makes graphic literacy difficult in the scope of higher education courses in chemistry. (AU)
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