Discursive semiotics and physics teaching: exchange of representation of an artistic sign in a scientific concept as an indicator of student learning

• Grant number: 21/12217-0
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2022
• End date: February 28, 2023
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Marcelo Alves Barros
• Grantee: Marcelo Alves Barros
• Host Institution: Instituto de Física de São Carlos (IFSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil

Abstract

This project aims to analyze the learning of high school physics students when they are asked to perform a representational exchange of an artistic sign in a scientific concept. We will use as an artistic sign works of art that allow an interpretation of possible connotative readings that associate it with the scientific content. The subjects of this research will be students of the 1st grade of high school at a public school in the city of São Carlos/SP who will be studying conservation of mechanical energy. For data analysis and interpretation, we will use the contributions of Discursive Semiotics proposed by Santaella (2005). We will examine the elements of different discursive typologies in order to establish student learning levels according to the response levels employed in the use of scientific concepts. Our hypothesis is that the more elaborate the discursive typological organization used in the construction of the discourse, the greater the amount of information that is selected from internal and external stimuli and, therefore, the more significant learning. Based on the conclusions drawn from this project, we will seek to contribute to advances in research in the field of physics teaching with regard to understand the learning process of students in the classroom. (AU)