A NÃO TRANSPARÊNCIA DE IMAGENS NO ENSINO E NA APRENDIZAGEM DE QUÍMICA: AS ESPECIFICIDADES NOS MODOS DE VER, PENSAR E AGIR

Fábio André Sangiogo; Carlos Alberto Marques

doi:10.22600/1518-8795.ienci2016v20n2p57

The nontransparency of images in the teaching and learning of Chemistry: the specificities in the ways of perceiving, thinking and acting

Authors

Fábio André Sangiogo Universidade Federal de Pelotas Centro de Ciências Químicas Farmacêuticas e de Alimentos Campus Universitário Capão do Leão s/n. CEP: 96160-000 - Capão do Leão-RS – Brasil, CP: 354
Carlos Alberto Marques Universidade Federal de Santa Catarina Departamento de Metodologia de Ensino CEP 88040-970 - Florianópolis-SC – Brasil, CP: 476

DOI:

https://doi.org/10.22600/1518-8795.ienci2016v20n2p57

Keywords:

images, nontransparency, science/chemistry teaching

Abstract

This text aims to discuss the nontransparency of images by a research conducted in Chemistry classes developed and analyzed by a teacher/researcher. The discussions were based in historic-cultural benchmarks and they lead to the specificities in ways of perceiving, thinking and acting of different subjects concerning to the didactic mediating processes, which refer, e.g., to the importance of working the reading of images, of valuing the historicity of the processes of social constitution of the subjects and the meanings produced about the images, in order to propitiate interactions which empower the inter- and intrapsychic processes permeating the Chemistry/Science classes.

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Published

2016-06-02

How to Cite

Sangiogo, F. A., & Marques, C. A. (2016). The nontransparency of images in the teaching and learning of Chemistry: the specificities in the ways of perceiving, thinking and acting. Investigations in Science Education, 20(2), 57–75. https://doi.org/10.22600/1518-8795.ienci2016v20n2p57

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Issue

Vol. 20 No. 2 (2015): August of 2015

Section

Artigos

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