Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
DOI:
https://doi.org/10.35699/2237-5864.2023.40897Keywords:
mediational means, educational resources, semiotic modes, Organic Chemistry, University EducationAbstract
In this work, we analyze aspects of the performative action of two professors of Organic Chemistry at a federal university, in terms of the use of semiotic modes (for example, speech, gestures, proxemics and gaze) and educational resources (such as representations on board and screen and 3D molecular models). Data were collected from the video recording of lectures given by teachers to undergraduate students in Chemistry (Bachelor, Bachelor and Technological). For the analysis, we selected the classes in which they taught Stereochemistry and we identified, characterized and analyzed the semiotic modes and educational resources that they used to explain the “rule of rotation”. As some main results, we observed that the use of semiotic modes by the teachers was idiosyncratic and was influenced by the educational resource chosen to teach and that action routes with resources and modes enabled different ways of constructing meanings. Thus, we make considerations about the importance of teachers exploring possibilities that semiotic modes and educational resources present in the construction of meanings in Higher Education Chemistry classes.
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