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Graphic al Literacy Associated with Scientific Argumentation in Undergraduate Chemistry Teaching

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Mikeas Silva de Lima
Total Authors: 1
Document type: Doctoral Thesis
Press: São Paulo.
Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
Defense date:
Examining board members:
Salete Linhares Queiroz; Amadeu Moura Bego; Patricia Fernanda de Oliveira Cabral; Maurícius Selvero Pazinato; Lilian Leivas Pozzer
Advisor: Salete Linhares Queiroz

In the information age, the significance of visual representations cannot be underestimated or considered trivial. Graphical literacy, encompassing knowledge and skills in interpreting visual representations of scientific objects and phenomena (referred to as inscriptions), plays a crucial role in this context. However, many students struggle with using and comprehending inscriptions, and they are seldom encouraged to engage in argumentative practices within science classes . The literature emphasizes the importance of incorporating authentic scientific practices into science education, which involve using inscriptions for rhetorical purposes. This promotes the association between graphical literacy and scientific argumentati on, enhancing the critical use of inscriptions. This study aims to implement and analyze teaching activities that simultaneously foster graphical literacy and scientific argumentation through the resolution of interrupted case studies. Three case studies were created focus ing on heavy metal contamination of water resources and its effects on human health, based on peer reviewed articles. Due to the Covid 19 pandemic, the cases were implemented remotely in a scientific communication course offered to undergr aduate chemistry students. The students worked in groups, delivering oral presentations to discuss the resolution of the cases. The quality of the oral arguments developed during these presentations was analyzed based on their epistemic status and lexical cohesion, employing theoretical and methodological frameworks proposed by Gregory Kelly and c ollaborators. Additionally, the IRaMuTeQ was utilized to facilitate the processing of these analyses. The analyzed oral arguments integrated conceptual understanding of the problem with empirical evidence obtained during the resolution of the case stud ies . The conclusions drawn were supported by information of various natures. The arguments also exhibited lexical cohesion, with propositions from different epistemic levels connected through the sharing of morphemes, forming a network of evidence to support the conclusions. The analysis of graphical literacy was conducted through interactional analysis, resu lting in the formulation of ten claims pertaining to the skills of selecting, producing, and communicating with inscriptions. These claims were discussed in relation to studies conducted by Wolff Michael Roth, Lilian Pozzer, and c ollaborators. The claims demonstrated the utilization of these skills in various situations during the oral presentations, including attributing a theme to the presentation, presenting the case stud ies narrative s , explaining concepts, presenting and comparing experimental procedur es and sampling points, and discussing data for the case stud ies resolution. The results of this study provide valuable insights into critical aspects influencing the use of inscriptions for rhetorical purposes in multimodal scientific communication scenarios. Additionally, instructional recommendations are proposed for teaching chemistry and developing scientific communication skills. (AU)

FAPESP's process: 18/23809-3 - Graphicacy associated with argumentation in undergraduate Chemistry teaching
Grantee:Mikeas Silva de Lima
Support Opportunities: Scholarships in Brazil - Doctorate