Graphicacy associated with argumentation in undergraduate Chemistry teaching

• Grant number: 18/23809-3
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date until: August 01, 2019
• End date until: August 02, 2023
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Salete Linhares Queiroz
• Grantee: Mikeas Silva de Lima
• Host Institution: Instituto de Química de São Carlos (IQSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil
• Associated scholarship(s): 20/14789-9 - Graphicacy and argumentation in undergraduate chemistry teaching, BE.EP.DR

Abstract

Graphicacy can be understood as the knowledge of dealing with inscriptions, which are visual representations, such as graphs, photographs, maps, diagrams, schematics, equations and tables, which depict objects and phenomena of the study of Science. Just as there are many difficulties encountered by students in reading and interpreting inscriptions, their participation in argumentative discourses in Science classes is not recurrent. In contrast, the literature points out authentic scientific practices as being desirable at teaching environments, which require associating the aforementioned skills (graphic literacy and argumentation) as they have the potential to promote satisfactory reading and interpretation of inscriptions, as well as criticality. The present project aims to develop and analyze didactic activities in Chemistry at a higher education level that bring authentic scientific practices and present this double bias. From this perspective, answers will be sought for the following research questions: how much graphicacy have students achieved after doing the proposed didactic activities? How good are the arguments developed by the students after doing the proposed didactic activities? To what extent do the didactic activities help develop graphic literacy in a critical perspective? The theoretical basis for the analysis hinges on studies concerning reading inscriptions and epistemic levels of argumentation. We also aim to investigate the characteristics of the inscriptions found in textbooks normally used by undergraduates studying Chemistry in Brazil, as well as those found in original research articles in the area, written in Portuguese. Thus, we attempt to understand the existence of constituent elements of inscriptions that contribute to or hamper the development of graphicacy. This understanding will be fundamental to the design of these didactic activities and will be sought from using the analytical framework for inscriptions that accompany scientific texts. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

MIKEAS SILVA DE LIMA; SALETE LINHARES QUEIROZ. MODELO SEMIÓTICO DE LEITURA DE INSCRIÇÕES: APLICAÇÃO NA EDUCAÇÃO EM QUÍMICA. Química Nova, v. 43, n. 7, p. 987-997, 2020-08-21. (18/23809-3, 18/23819-9)

DE LIMA, MIKEAS SILVA; POZZER, LILIAN; QUEIROZ, SALETE LINHARES. Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil. Journal of Chemical Education, v. N/A, p. 10-pg., 2023-01-30. (18/23809-3, 20/14789-9)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

LIMA, Mikeas Silva de. Graphic al Literacy Associated with Scientific Argumentation in Undergraduate Chemistry Teaching. 2023. Doctoral Thesis - Universidade de São Paulo (USP). Instituto de Física (IF/SBI) São Paulo.