Volume : 3, Issue : 5, MAY 2017

MULTIMODALITY, CHEMICAL TEACHING AND CHRONICLES: PEDAGOGICAL VIEWS FOR THE TEXTUAL GENRES

Silmar José Spinardi Franchi, Aldo Sena de Oliveira, Pedro Faria dos Santos Filho

Abstract

In accordance with some specialists, chemistry teaching must be centered in the chemical knowledge and the social context. A chronicle narrates facts and events, through its own linguistic structures, in contrast to the eloquence of the great literary classics and of the classic approach of the textbooks of Chemistry. The short narrative, focused on everyday themes, allows the chronicles to be accessible, from the point of view of reading and written production. The proposal of using the chronicles in the teaching of chemistry, through a multimodal approach, evidences multiple possibilities of learning and conceptual change, highly desirable for the learning of the sciences. In this article, we discuss the use of Chronicles for Chemical Teaching, who consists in a good alternative to provide a better interaction between the student and the chemical knowledge. It would consist in an additional tool to be used by the teacher. We present two chronicles, that can be used in classrooms, for the deepening of contents involving the area of chemistry, desirable to the learning of the sciences.

Article : Download PDF

Cite This Article

Article No : 9

Number of Downloads : 1306

References

1. Oliveira, A. S; Machado, A. L (2015). Distance education and online dialogues: between themes and identities. Creative education, v. 06, p. 1429-1434. 2. Oliveira, A. S de; Brondani, P. B.; Silva, A. C. A.; Zilse, M. S.; Maximo Junior, N. (2016). Rearrangements in Organic Chemistry: The Peircean semiotic modes and virtual representation on Chemistry Teaching. Journal of Research & Method in Education, v. 6, p. 66-74. 3. Bakhtin, M (2003). The genres of discourse. In: Bakhtin, M. Aesthetics of verbal creation. São Paulo: Martins Fontes. 4. Arrigucci, D (2001). Fragments on the chronicle. In: Enigma and commentary: essay on literature and experience. São Paulo: Companhia das Letras, p. 51-66.
5. Santos Filho, P.F. dos (2006). Chronicles for Teaching Chemistry: The Construction of the Concept of Density from Daily Life Situations. Revista Brasileira de Ensino de Química, v. 1, p.21 -25. 6. Oliveira, A. B. H (1992). New Aurelian Dictionary of the Portuguese Language. Revised and augmented 2nd edition. Rio de Janeiro: Editora Nova Fronteira, p. 502-503. 7. Franchi, S. J. S (2009). Chemistry teaching contextualization through chronicles. Masters dissertation. Campinas, 2009.