The use of memes as a pedagogical resource in the chemistry teaching: a view of the teachers of the discipline

• Autor(a) principal: Santos, Alda Ernestina dos
• Data de Publicação: 2020
• Outros Autores: Dantas, Luiz Felipe Santoro, Alves, Thiago Rodrigues de Sá, Braga, Eduardo dos Santos de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/4020
• topic: Memes; Chemistry teaching; Teaching practice; Pedagogical resources.; Memes; Enseñanza de la química; Práctica docente; Recursos pedagógicos.; Memes; Ensino de Química; Prática docente; Recursos pedagógicos.

This article is the first production of the project entitled “Meme with Science” which aims to study and conduct research on the use of memes as a pedagogical resource in Science. The project's first academic production attempt was the realization of the state of knowledge about memes in the teaching of Chemistry. However, it was made impossible by the scarcity of publications on the topic in articles, dissertations and theses. Thus, in this first study, we aim to map the use of memes as a pedagogical resource by Chemistry teachers. For this purpose, based on a survey that involved the participation of 400 Chemistry teachers from all over Brazil, a questionnaire was elaborated containing eighteen semi-structured questions regarding the personal, academic and professional questions of the participating teachers (block 1) and specific, addressing the study theme (block 2). The results obtained reveal that the majority (67%) of the teachers surveyed have already used memes as a pedagogical resource in the teaching of Chemistry, which are used in different situations, from the content developed in the classroom to extra-class activities. Considering the incipience of research with this theme, we believe that this study is of great relevance, since it highlights the pedagogical use of memes as a common practice among Chemistry teachers, and universally accepted by students.