Design thinking in the development of stop-motion animations produced by future chemistry teachers

• Autor(a) principal: Hilário Gregório, Ana Paula
• Data de Publicação: 2024
• Outros Autores: de Lorena Stanzani, Enio
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/17568
• topic: 7.08.04.00-1 Ensino-Aprendizagem; Ensino de Química; Formação inicial; Metodologias; Tecnologias de Informação e Comunicação; Chemistry education; Initial training; Methodologies; Information and Communication Technologies (ICTs)

This work aims to present and discuss the use of the Design Thinking (DT) methodological approach in creating stop-motion animations by Chemistry undergraduate students at a Federal University. The Design Thinking teaching methodology has five stages: discovery, interpretation, ideation, experimentation, and evolution (IDEO, 2012). Guided by this approach, the objectives of this research consist of discussing the stages of Design Thinking in the elaboration of stop-motion animations and highlighting the contributions of DT to the development of the activity carried out. The research was conducted with ten students in the 5th semester of the Chemistry teaching degree who were doing the Supervised Internship course. To assess the use of the DT approach in developing the animation, the students received a questionnaire through which it was possible to analyze their opinions on the strengths and limitations of DT. The results show that the students acknowledge the possibilities of applying this methodology, mainly when associated with the fact that this is a process that can facilitate group work, make classes more lively, instigate curiosity, awaken students' interest in solving problems and challenges, and help learners to become active agents in the construction of their knowledge.