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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

SEMIOTIC MODEL FOR READING INSCRIPTIONS: APPLICATION IN CHEMISTRY EDUCATION

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Author(s):
Mikeas Silva de Lima [1] ; Salete Linhares Queiroz [2]
Total Authors: 2
Affiliation:
[1] Universidade de São Paulo. Instituto de Química de São Carlos - Brasil
[2] Universidade de São Paulo. Instituto de Química de São Carlos - Brasil
Total Affiliations: 2
Document type: Journal article
Source: Química Nova; v. 43, n. 7, p. 987-997, 2020-08-21.
Abstract

Inscriptions - graphs, diagrams, photographs, tables, and so forth - are central to scientific practice. In this study, a semiotic model was used to evaluate the reading of inscriptions by undergraduate chemistry students when giving oral presentations based on original research articles about environmental chemistry. Results revealed that the model helps to identify the extension of the adequacy of using inscriptions by the students in communicative situations. Potentialities and limitations of the model for chemistry education are discussed. (AU)

FAPESP's process: 18/23809-3 - Graphicacy associated with argumentation in undergraduate Chemistry teaching
Grantee:Mikeas Silva de Lima
Support type: Scholarships in Brazil - Doctorate
FAPESP's process: 18/23819-9 - Chemical inscriptions in oral presentations
Grantee:Salete Linhares Queiroz
Support type: Regular Research Grants