Infographics as an auxiliary resource for the learning process of high school student

• Autor(a) principal: Oliveira, Karla Jeane Vilela de
• Data de Publicação: 2020
• Outros Autores: Cunha, Kátia Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
• Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/11883
• topic: Educação e Ensino e Aprendizagem; Aprendizagem; Infográficos; Recurso Didático; Learning; Infographics; Didactic Resource

Changes observed in the education scenario through the use of media resources envision the multiple ways to learn and disseminate knowledge, seeking to adapt the tools that have emerged in other contexts to be applied in the classroom, such the infographics. In this way, the research aims to analyze the students' perception about the creation and use of infographics as a resource to assist learning. It is based on the following authors: Charlot (2000), Meireu (1998), Horn (1998), Colle (2004), Behrens (2005), Minervini (2005), Schmitt (2006), Leontiev (1978; 2006) among others. As for the methodology, it is a descriptive research, which was developed in a public school in the state of Pernambuco, in the discipline of Chemistry, in the second and third year of high school. The study used a didactic sequence (SD) according to Zabala (1998). Participated in the SD 43 second year students and 36 third year. The SD was proposed in four stages, the first presents an approach to infographics, the second is the practical moment when students build the infographics, the third is the exposure of the constructed infographics and the evaluation process and the fourth stage culminates with application of the questionnaire with five objective questions. All students participated in the SD, except for the questionnaire stage, which was applied by sampling with 15 second year students and 15 third year students. The results showed that 07 students of the second and 11 of the third knew about infographic, but did not know how to build it; regarding the resource to assist learning, 07 students from the second and 10 from the third responded that it partially helps; with regard to the aspects most pointed out in the creation of infographics, the most cited were: autonomy, curiosity and creativity. The difficulties expressed were in relation to the organization of information in the models of apps / programs. Therefore, infographics emerges as an innovative tool, as students are attracted to this new way of conducting learning, however, they are still not used to the resource, which requires more exploration to integrate it into school situations.