Using comic strips to mobilize discursive interactions in a teaching-learning sequence in chemistry

• Autor(a) principal: Santos, Jucilene Santana
• Data de Publicação: 2020
• Outros Autores: Oliveira, Filipe Silva de, Silva, Adjane da Costa Tourinho e
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• DOI: 10.3895/actio.v5n3.11391
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/11391
• topic: Educação - Ensino Aprendizagem; Histórias em Quadrinhos. Sequência de Ensino e Aprendizagem. Engajamento dos alunos.; Comics. Teaching-Learning Sequence. Student engagement.

This paper discusses the contributions of using chemistry comic strips in a teaching and learning sequence (TLS) to promote discursive interactions and student engagement. TLS was used in a workshop with 27 freshmen attending high school in a public educational institution. The written data and video-recorded classes were assessed through categories available in the literature. Such assessment focused on interaction patterns, kinds of questions asked by the students, and the degree of student engagement, considered essential elements to learning, according to a sociocultural perspective on education. The research is justified in view of the importance of investments in understanding the potential of didactical resources in science education, which promote social interactions in the classroom. The results indicate that comics used in TLS contributed to foster discussions on the proposed topic, “quality of water”, through which it was possible to verify the students’ engagement.