Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes

Detalhes bibliográficos
Autor(a) principal: Oliveira, Leandro
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/40897
Resumo: 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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spelling Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classesRecursos educativos y multimodalidad en la construcción de significados en las clases de Estereoquímica de la Educación SuperiorRecursos educacionais e multimodalidade na construção de significados em aulas de Estereoquímica do Ensino Superiormeios mediacionaisrecursos educacionaismodos semióticosQuímica OrgânicaEnsino Superiormedios de mediaciónrecursos educativosmodos semióticosQuímica OrgánicaEnseñanza Superiormediational meanseducational resourcessemiotic modesOrganic ChemistryUniversity EducationIn 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.En este trabajo analizamos aspectos de la acción performativa de dos profesores de Química Orgánica de una universidad federal, en cuanto al uso de modos semióticos (por ejemplo, habla, gestos, proxémica y mirada) y recursos didácticos (como representaciones en pantalla y modelos moleculares en 3D). Los datos fueron recolectados a partir de la grabación en video de conferencias impartidas por docentes a estudiantes de pregrado en Química (Licenciatura, Licenciatura y Tecnológico). Para el análisis, seleccionamos las clases en las que impartían Estereoquímica e identificamos, caracterizamos y analizamos los modos semióticos y los recursos didácticos que utilizaban para explicar la “regla de rotación”. Como resultados principales, observamos que el uso de los modos semióticos por parte de los docentes fue idiosincrásico y estuvo influenciado por el recurso educativo elegido para enseñar y que las rutas de acción con recursos y modos posibilitaron diferentes formas de construcción de significados. Así, hacemos consideraciones sobre la importancia de que los docentes exploren las posibilidades que los modos semióticos y los recursos educativos presentan en la construcción de significados en las clases de Química de la Educación Superior.Neste trabalho, analisamos aspectos da ação performática de duas professoras de Química Orgânica de uma universidade federal, em termos de uso de modos semióticos (por exemplo fala, gestos, proxêmica e olhar) e recursos educacionais (como representações em quadro e tela e modelos moleculares 3D). Os dados foram coletados a partir da videogravação de aulas das professoras, ministradas a graduandos em Química (Licenciatura, Bacharel e Tecnológica). Para a análise, selecionamos as aulas nas quais elas ensinavam Estereoquímica e identificamos, caracterizamos e analisamos os modos semióticos e os recursos educacionais que elas utilizaram para explicar a “regra do giro”. Como alguns resultados principais, observamos que o uso de modos semióticos pelas professoras era idiossincrático e influenciado pelo recurso educacional escolhido para ensinar. Além disso, observamos que rotas de ação com recursos e modos possibilitaram diferentes maneiras de construir significados. Assim, tecemos considerações sobre a importância de professores explorarem as possibilidades que os modos semióticos e os recursos educacionais apresentam na construção de significados em aulas de Química do Ensino Superior.Universidade Federal de Minas Gerais2023-08-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/4089710.35699/2237-5864.2023.40897Revista Docência do Ensino Superior; Vol. 13 (2023); 1-21Revista Docência do Ensino Superior; Vol. 13 (2023); 1-21Revista Docência do Ensino Superior; v. 13 (2023); 1-212237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/40897/38765Copyright (c) 2023 Leandro Oliveirahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Leandro2023-11-24T14:36:51Zoai:periodicos.ufmg.br:article/40897Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-11-24T14:36:51Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
Recursos educativos y multimodalidad en la construcción de significados en las clases de Estereoquímica de la Educación Superior
Recursos educacionais e multimodalidade na construção de significados em aulas de Estereoquímica do Ensino Superior
title Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
spellingShingle Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
Oliveira, Leandro
meios mediacionais
recursos educacionais
modos semióticos
Química Orgânica
Ensino Superior
medios de mediación
recursos educativos
modos semióticos
Química Orgánica
Enseñanza Superior
mediational means
educational resources
semiotic modes
Organic Chemistry
University Education
title_short Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
title_full Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
title_fullStr Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
title_full_unstemmed Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
title_sort Educational resources and multimodality in the construction of meanings in Higher Education Stereochemistry classes
author Oliveira, Leandro
author_facet Oliveira, Leandro
author_role author
dc.contributor.author.fl_str_mv Oliveira, Leandro
dc.subject.por.fl_str_mv meios mediacionais
recursos educacionais
modos semióticos
Química Orgânica
Ensino Superior
medios de mediación
recursos educativos
modos semióticos
Química Orgánica
Enseñanza Superior
mediational means
educational resources
semiotic modes
Organic Chemistry
University Education
topic meios mediacionais
recursos educacionais
modos semióticos
Química Orgânica
Ensino Superior
medios de mediación
recursos educativos
modos semióticos
Química Orgánica
Enseñanza Superior
mediational means
educational resources
semiotic modes
Organic Chemistry
University Education
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/40897
10.35699/2237-5864.2023.40897
url https://periodicos.ufmg.br/index.php/rdes/article/view/40897
identifier_str_mv 10.35699/2237-5864.2023.40897
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/40897/38765
dc.rights.driver.fl_str_mv Copyright (c) 2023 Leandro Oliveira
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Leandro Oliveira
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 13 (2023); 1-21
Revista Docência do Ensino Superior; Vol. 13 (2023); 1-21
Revista Docência do Ensino Superior; v. 13 (2023); 1-21
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
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