Contribuições dos estudos semióticos para compreensão de significados e superação das dificuldades de estudantes nas representações simbólicas científicas: uma revisão

Rosana Cleia de Carvalho Chaves; Carlos Eduardo Laburú

doi:10.58210/fprc3547

Authors

Rosana Cleia de Carvalho Chaves Universidade Estadual de Londrina
Carlos Eduardo Laburú Universidade Estadual de Londrina

DOI:

https://doi.org/10.58210/fprc3547

Keywords:

Teaching learning, Science teaching, Multimodal representations, Semiotics

Abstract

The objective of the present study was to carry out an integrative review of the literature in order to promote a discussion about the contributions of semiotic studies to understanding meanings and overcoming student difficulties. Therefore, in January 2024, we carried out a search in electronic databases , such as: SciELO, CAPES Periodicals, Google Scholar among others. And analysis we identified that the use of multimodal representations are important for promoting the construction of meanings, interaction in communication and supporting learning in Science. Therefore, it was possible to conclude that semiotic modes provide and expand the understanding of content, presenting themselves as important resources for the construction of meanings for learners, thus, they need to be incorporated into the daily classroom, in order to minimize the obstacles in giving meaning and/or significance to conceptual representations and mobilizing the learning of scientific concepts in Science teaching.

References

ADAMI, E. Multimodality. In: GARCÍA, O.; FLORES, N.; SPOTTI, M. (org.). TheOxford Handbook of Language and Society. New York: Oxford: Oxford University Press., 2016. p. 451-472.

http://dx.doi.org/10.13140/RG.2.1.4818.0565

AINSWORTH, S; PRAIN, V.; TYTLER, R. Desenhar para aprender ciências. Ciência , v. 333, não. 6046, pág. 1096-1097, 2011.

http://dx.doi.org/10.1126/science.1204153

BATISTELA. A. L As representações multimodais como ferramenta epistêmica no Ensino de Ciências. Dissertação de mestrado do Programa de Pós Graduação em Educação: Conhecimento e Inclusão Social, da Faculdade de Educação da Universidade Federal de Minas Gerais, 2021.

http://hdl.handle.net/1843/44768

DAHMER AL WIRZBICKI SM Uma linguagem multimodal no ensino de ciências. I Simpósio de Pós-Graduação do Sul do Brasil. A transversalidade da Ciência. Tecnologia e inovações para o planeta, 2021.

https://portaleventos.uffs.edu.br/index.php/simpos-sul/article/view/15605

GARCIA, R. El desarrollo del sistema cognitivo y la enseñanza de las ciencia. Rev. Consejo Nacional Tecnológica de la Educación, 42, México, 1982

https://www.inee.edu.mx › uploads › 2019/01

GARDNER, H. Inteligências múltiplas, uma teoria na prática, Artmed, Porto Alegre, 1995.

https://permuta.bce.unb.br/produto/inteligencias-multiplas-a-teoria-na-pratica/

GILBERT, JK Representações e modelos: Aspectos dos Componentes da Alfabetização Científica. Em: TYTLER, R. et al . (org.). Construindo Representações para aprender em Ciências . Holanda: Sense Publishers, p. 193 – 198, 2013.

http://dx.doi.org/10.1007/978-94-6209-203-7

GILBERT, J.K. TREAGUST, DF Representação múltipla no ensino de química . Dordrecht: Springer International Publishing, (v. 4). 2009.

https://link.springer.com/chapter/10.1007/978-94-6209-203-7_12

HAND, B.; PRAIN, V. Teaching and Learning in Science: The Constructivist Classroom. San Diego: Harcourt Brace, 1995.

https://books.google.com.br/books/about/Teaching_and_Learning_in_Science.html?id=S_btAAAAMAAJ&redir_esc=y

JEWITT, Carey et al. Exploring Learning Through Visual, Actional and Linguistic Communication: The multimodal environment of a science classroom. Educational Review, v. 53, n. 1, p. 5-18, 2001

http://dx.doi.org/10.1080/00131910123753

LABURÚ, C.E. SILVA, O.H. M. Multimodos e múltiplas representações: fundamentos e perspectivas semióticas Investigações em Ensino de Ciências – V16 (1), p. 7-33, 2011.

.https://ienci.if.ufrgs.br/index.php/ienci/article/view/244

LEMKE, J. L. Teaching all the languages of science: Words, symbols, images, and actions. Conference on Science Education, Barcelona. 1998.

http://dx.doi.org/10.13140/2.1.4022.5608

LEMKE, J. L. The literacies of science. In: SAUL, E. W. (Ed.). Crossing borders in literacy and science instruction: Perspectives on theory and practice. Newark: International Reading Association and National Science Teachers Association, p.33 – 47, 2004. https://www.researchgate.net/publication/234748511_Crossing_Borders_in_Literacy_and_Science_Instruction_Perspectives_on_Theory_and_Practice

OLIVEIRA. MT A; NBM Além das palavras: um olhar para a multimodalidade no Ensino de Ciências. Revista Interdisciplinar Não Docente de Ciências e Matemática - RIEcim. UFT, Araguaína, vol. 02, não. 01, pág. 44 – 58, 2022.

https://doi.org/10.20873/riecim.v2i1.12392

QUADROS, AL; GIORDAN, M. Rotas de transição e o ensino de representações envolvidas no modelo cinético molecular. Investigações em Ensino de Ciências, v. 24, não. 3, pág. 74-100, 2019.

https://doi.org/10.22600/1518-8795.ienci2019v24n3p74

QUADROS, AL; MORTIMER, E. PENA; BOTELHO, Linguagem Multimodal: as salas de aula do professor do Ensino Superior. XV Encontro Nacional de Ensino de Química. Brasília 2010. 2020, p. 23).

https://portaleventos.uffs.edu.br › download

PERALES P, F. J. Uso (y abuso) de la imagen en la enseñanza de las ciencias. Enseñanza de las Ciencias, 24, 1, 13-30, 2006.

https://raco.cat/index.php/Ensenanza/article/view/73529

PRAIN, V. Learning from writing in secondary science: Some theoretical and practical implications. International Journal of Science Education, v. 28, n. 2-3, p. 179-201, 2006.

https://doi.org/10.1080/09500690500336643

TYTLER, R. et al. Drawing to reason and learn in science. Journal of Research in Science Teaching, v. 57, n. 2, p. 209-231, 2019.

https://doi.org/10.1002/tea.21590

TYTLER, R. PRAIN, Vaughan.; PETERSON, Suzane. representational issues in students learning about evaporation. Research in Science Education, v. 37, n. 3, p. 313– 331, 2007.

http://dx.doi.org/10.1007/s11165-006-9028-3

VIANA. N. G et, Al. Dificuldade de aprendizagem matemática no ensino fundamental. Brazilian Journal of Development, Curitiba, v.7, n.2, p. 14439-14454.com aporte em representação semiótica, 2021.

http://dx.doi.org/10.34117/bjdv7n2-187

WALDRIP, B.; PRAIN, V. CAROLAN, Jim. Learning Junior Secondary Science through Multi-Modal Representations. Electronic Journal of Science Education, v. 11, n. 1, p. 87-107, 2006.

https://www.researchgate.net/publication/228355963_Learning_junior_secondary_science_through_multi-modal_representations

WALDRIP, B; PRAIN, V. Using Multi-Modal Representations to Improve Learning in Junior Secondary Science. Research in Science Education, v. 40, p. 65-80, 2010.

http://dx.doi.org/10.1007/s11165-009-9157-6

YEO. J. ARAÚJO W. Nielsen. Ensino e aprendizagem de ciências multimodais. Learning: Research and Practice, 6:1, 1-4, jornal:2020.

https://www.tandfonline.com/loi/rlrp20, 2020.

YORI, Larry. D.; HAND, B. Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency. Research in Science Education, v. 40, p. 93–101, 2010.

http://dx.doi.org/10.1007/s11165-009-9157-6