SEMIOTIC MODEL FOR READING INSCRIPTIONS: APPLICATION IN CHEMISTRY EDUCATION

Author(s)

Mikeas Silva de Lima ^[1] ; Salete Linhares Queiroz ^[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

• 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: 18/23819-9 - Chemical inscriptions in oral presentations
• Grantee: Salete Linhares Queiroz
• Support Opportunities: Regular Research Grants
• 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