ROTAS DE TRANSIÇÃO MODAL E O ENSINO DE REPRESENTAÇÕES ENVOLVIDAS NO MODELO CINÉTICO MOLECULAR

Ana Luiza de Quadros, Marcelo Giordan

Resumo


Neste trabalho, nos baseamos em estudos envolvendo múltiplas representações e representações multimodais e investigamos aulas sobre o modelo cinético molecular, a partir de episódios de interação entre uma professora de Química e seus estudantes de Ensino Médio, os quais foram registrados em vídeo e analisados por meio de técnicas de análise microgenética. Nas aulas, os estudantes foram convidados a propor representações para três fenômenos observados por meio de experimentos. A professora conduziu as aulas seguintes em torno da avaliação, negociação e aperfeiçoamento das representações. Percebemos, ao longo da atividade, que a comunicação teve caráter multimodal e a professora representou o mesmo fenômeno por meio da fala, desenho, gestos e aparatos experimentais. A análise da performance e da interação multimodal nos permitiu caracterizar rotas de transição entre os modos semióticos. Essas transições se mostraram importantes para a construção de significados, proporcionando algumas restrições produtivas. A performance da professora possibilitou perceber potencialidades e limitações envolvidas no uso da comunicação multimodal e das múltiplas representações.


Palavras-chave


ensino de Química; multimodalidade, representação multimodal; rota de transição modal

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Referências


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DOI: http://dx.doi.org/10.22600/1518-8795.ienci2019v24n3p74

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