BibTex RIS Kaynak Göster

Introducing Comics as An Alternative Scientific Narrative in Chemistry Teaching

Yıl 2013, Cilt: 4 Sayı: 8, 1 - 14, 01.02.2013

Öz

In this work we present an experience report involving the execution of a pedagogical workshop about comics with Chemistry teaching undergraduate students. The workshop had as main goal to promote a discussion on the potential of narratives as an alternative approach to teach Chemistry, focusing on the development of teachers’ authorship of pedagogical material and at the same time on the integration of information and communication technologies (ICT) in the classroom. The report is divided in two segments: (i) the description of the workshop execution; (ii) a synthesis of the reflections collected from the participants by means of a questionnaire applied in the end of the workshop. The main results praise comics’ playful character and their potential to stimulate creativity in students, as well as indicate the relevance of educational material authorship in the pedagogical practices of professors in training. Overall, the discussions performed point to the still incipient presence of ICT in the pedagogical training of Chemistry teaching degrees, which highlights the pressing need for incorporating these technologies on formative practices. Moreover, reflections on the pedagogical value of using comics as a narrative approach aiming at the development of scientific and media literacy were raised by the present work.

Kaynakça

  • Araujo, K. C. M.; Sá, M.C.; Neves, M. A.; Campos, T. C.; Brıto, N. M.; Amarante Jşnıor, O. P. (2007). Elaboração de histórias da Química em quadrinhos: uma abordagem dinâmica para o ensino médio. In: 47 o Congresso Brasileiro de Química, 2007, Natal. Anais eletrônicos do XLVII Congresso Brasileiro de Química. Available at <http://www.abq.org.br/cbq/2007/trabalhos/6/6-351-196.htm>. Accessed 12 april 2013.
  • Arroio, A. (2010). Context based learning: A role for cinema in science education. Science Education International, 21(3), 131-143.
  • Arroio, A. (2011). Comics as a narrative in Natural Science Education. Western Anatolia Journal of Educational Sciences (WAJES), Special Issue: Selected papers presented at WCNTSE, 93-98.
  • Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge: Polity Press.
  • Burden, J. (2007). Twenty First Century Science. developing an new science curriculum. Science in School. Issue 5 : Summer 2007. Available at http://www.scienceinschool.org/repository/docs/issue5_c21.pdf. Acessed 25 July 2013.
  • Bybee, R. W. (1997). Achieving scientific literacy: from purposes to practices. Westport: Heinemann.
  • DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
  • Driver, R., Asoko, H., Leach, J., Mortimer, E., Scott, P. H. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
  • Ferreıra, D. M.; Fraceto, L. F. (2009). Histórias em quadrinhos: uma ferramenta para o ensino de Química. In. 7o Simpósio Brasileiro de Educação Química, 2009, Salvador. Anais eletrônicos do 7º Simpósio Brasileiro de Educação Química. Available on <http://www.abq.org.br/simpequi/2009/trabalhos/60-5668.htm>. Accessed 12 april 2013.
  • Grıllo, S. V. C. (2012). Fundamentos Bakhtinianos para a análise de enunciados verbovisuais. Filologia e Linguística Portuguesa, 14, 233-244.
  • Laugksch, R. C. (2000). Scientific literacy: a conceptual overview. Science Education, 84(1), 719
  • Lyle, S. (2000). Narrative understanding: developing a theoretical context for understanding how children make meaning in classroom settings. Journal of Curriculum Studies, 32(1), 45-6
  • MacCloud, S. (1993). Desvendando os quadrinhos. São Paulo: Tasken.
  • Mıcrokıds. Software MK-Gibi. Desenvolvido pela Microkids Informática Educacional. Versão 0. Disponível em: http://mkgibi.software.informer.com/download/. Accessed march 20 Miller, J. D. (1983). Scientific literacy: a conceptual and empirical review. Daedalus, 112(2), 29
  • Moraes, R. (2003). Uma tempestade de luz: a compreensão possibilitada pela análise textual discursiva. Ciência & Educação, 9(2), 91-211.
  • Norris, S. P.; Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
  • Norris, S.; Guilbert, M.; Smith, M.; Shahram, H.; Philips, L. (2005) A theoretical framework for narrative explanation in science. Science Education, 89(4), 535-554.
  • Olson, J.C. (2008). The Comic Strip as a Medium for Promoting Science Literacy. Northridge, CA: California State University.
  • Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173-184.
  • Ritchie, S.M.; Tomas, L.; Tones, M. (2010). Writing stories on a socioscientific issue to enhance scientific literacy. International Journal of Science Education, 33(5), 685-707.
  • Roth, W. M.; Barton, A. C. (2004). Rethinking scientific literacy. Routledge.
  • Santana, E. R.; Arroıo, A. (2012). Formação de professores na produção de histórias em quadrinhos (HQ) usando o computador. Revista Tecnologias na Educação, 6 (14).
  • Santos, V. C. dos; Gouvêa, L. G. de; Arroio, A. (2013). Contributions of Brazilian project PIBID to pre-service chemistry teachers’ education in loco. Education: Police, Management and Quality, 1(13), 40-51.
  • Strube, P. (1994). Narrative in the science curriculum. Research in Science Education, 24, 3133
  • Tatalovıc, M. (2009). Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication, 8(4).
  • Tan, E.; Barton, A.C.; Turner, E.E.; Gutiérrez, M.V. (2012). A Narrative Pedagogy for Critical Science Literacy. In.: Barton, A.C.; Tan, E.; Turner, E.E.; Gutiérrez, M.V. Empowering Science and Mathematics Education in Urban Schools. University of Chicago Press.
  • Tornero, J.M.P.; Varis, T. (2010). Media literacy and new humanism. Russia: UNESCO Institute for Information Technologies in Education.
  • Yunus, M.M.; Salehı, H.; Embı, M.A. (2012). Effects of Using Digital Comics to Improve ESL Writing. Research Journal of Applied Sciences. Engineering and Technology, 4(18), 3462346

Introducing Comics as An Alternative Scientific Narrative in Chemistry Teaching

Yıl 2013, Cilt: 4 Sayı: 8, 1 - 14, 01.02.2013

Öz

In this work we present an experience report involving the execution of a
pedagogical workshop about comics with Chemistry teaching undergraduate
students. The workshop had as main goal to promote a discussion on the
potential of narratives as an alternative approach to teach Chemistry,
focusing on the development of teachers’ authorship of pedagogical
material and at the same time on the integration of information and
communication technologies (ICT) in the classroom. The report is divided
in two segments: (i) the description of the workshop execution; (ii) a
synthesis of the reflections collected from the participants by means of
a questionnaire applied in the end of the workshop. The main results
praise comics’ playful character and their potential to stimulate
creativity in students, as well as indicate the relevance of educational
material authorship in the pedagogical practices of professors in
training. Overall, the discussions performed point to the still
incipient presence of ICT in the pedagogical training of Chemistry
teaching degrees, which highlights the pressing need for incorporating
these technologies on formative practices. Moreover, reflections on the
pedagogical value of using comics as a narrative approach aiming at the
development of scientific and media literacy were raised by the present
work.

Kaynakça

  • Araujo, K. C. M.; Sá, M.C.; Neves, M. A.; Campos, T. C.; Brıto, N. M.; Amarante Jşnıor, O. P. (2007). Elaboração de histórias da Química em quadrinhos: uma abordagem dinâmica para o ensino médio. In: 47 o Congresso Brasileiro de Química, 2007, Natal. Anais eletrônicos do XLVII Congresso Brasileiro de Química. Available at <http://www.abq.org.br/cbq/2007/trabalhos/6/6-351-196.htm>. Accessed 12 april 2013.
  • Arroio, A. (2010). Context based learning: A role for cinema in science education. Science Education International, 21(3), 131-143.
  • Arroio, A. (2011). Comics as a narrative in Natural Science Education. Western Anatolia Journal of Educational Sciences (WAJES), Special Issue: Selected papers presented at WCNTSE, 93-98.
  • Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge: Polity Press.
  • Burden, J. (2007). Twenty First Century Science. developing an new science curriculum. Science in School. Issue 5 : Summer 2007. Available at http://www.scienceinschool.org/repository/docs/issue5_c21.pdf. Acessed 25 July 2013.
  • Bybee, R. W. (1997). Achieving scientific literacy: from purposes to practices. Westport: Heinemann.
  • DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
  • Driver, R., Asoko, H., Leach, J., Mortimer, E., Scott, P. H. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
  • Ferreıra, D. M.; Fraceto, L. F. (2009). Histórias em quadrinhos: uma ferramenta para o ensino de Química. In. 7o Simpósio Brasileiro de Educação Química, 2009, Salvador. Anais eletrônicos do 7º Simpósio Brasileiro de Educação Química. Available on <http://www.abq.org.br/simpequi/2009/trabalhos/60-5668.htm>. Accessed 12 april 2013.
  • Grıllo, S. V. C. (2012). Fundamentos Bakhtinianos para a análise de enunciados verbovisuais. Filologia e Linguística Portuguesa, 14, 233-244.
  • Laugksch, R. C. (2000). Scientific literacy: a conceptual overview. Science Education, 84(1), 719
  • Lyle, S. (2000). Narrative understanding: developing a theoretical context for understanding how children make meaning in classroom settings. Journal of Curriculum Studies, 32(1), 45-6
  • MacCloud, S. (1993). Desvendando os quadrinhos. São Paulo: Tasken.
  • Mıcrokıds. Software MK-Gibi. Desenvolvido pela Microkids Informática Educacional. Versão 0. Disponível em: http://mkgibi.software.informer.com/download/. Accessed march 20 Miller, J. D. (1983). Scientific literacy: a conceptual and empirical review. Daedalus, 112(2), 29
  • Moraes, R. (2003). Uma tempestade de luz: a compreensão possibilitada pela análise textual discursiva. Ciência & Educação, 9(2), 91-211.
  • Norris, S. P.; Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
  • Norris, S.; Guilbert, M.; Smith, M.; Shahram, H.; Philips, L. (2005) A theoretical framework for narrative explanation in science. Science Education, 89(4), 535-554.
  • Olson, J.C. (2008). The Comic Strip as a Medium for Promoting Science Literacy. Northridge, CA: California State University.
  • Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173-184.
  • Ritchie, S.M.; Tomas, L.; Tones, M. (2010). Writing stories on a socioscientific issue to enhance scientific literacy. International Journal of Science Education, 33(5), 685-707.
  • Roth, W. M.; Barton, A. C. (2004). Rethinking scientific literacy. Routledge.
  • Santana, E. R.; Arroıo, A. (2012). Formação de professores na produção de histórias em quadrinhos (HQ) usando o computador. Revista Tecnologias na Educação, 6 (14).
  • Santos, V. C. dos; Gouvêa, L. G. de; Arroio, A. (2013). Contributions of Brazilian project PIBID to pre-service chemistry teachers’ education in loco. Education: Police, Management and Quality, 1(13), 40-51.
  • Strube, P. (1994). Narrative in the science curriculum. Research in Science Education, 24, 3133
  • Tatalovıc, M. (2009). Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication, 8(4).
  • Tan, E.; Barton, A.C.; Turner, E.E.; Gutiérrez, M.V. (2012). A Narrative Pedagogy for Critical Science Literacy. In.: Barton, A.C.; Tan, E.; Turner, E.E.; Gutiérrez, M.V. Empowering Science and Mathematics Education in Urban Schools. University of Chicago Press.
  • Tornero, J.M.P.; Varis, T. (2010). Media literacy and new humanism. Russia: UNESCO Institute for Information Technologies in Education.
  • Yunus, M.M.; Salehı, H.; Embı, M.A. (2012). Effects of Using Digital Comics to Improve ESL Writing. Research Journal of Applied Sciences. Engineering and Technology, 4(18), 3462346
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Karen C. Weber Bu kişi benim

Teresa C. B. Saldanha Bu kişi benim

Khyslayny K. De Sousa E Sılva Bu kişi benim

Patricia M. M. Santos Bu kişi benim

Dirceu D. D. Souza Bu kişi benim

Agnaldo Arroıo

Yayımlanma Tarihi 1 Şubat 2013
Gönderilme Tarihi 6 Ağustos 2014
Yayımlandığı Sayı Yıl 2013 Cilt: 4 Sayı: 8

Kaynak Göster

APA Weber, K. C., Saldanha, T. C. B., De Sousa E Sılva, K. K., Santos, P. M. M., vd. (2013). Introducing Comics as An Alternative Scientific Narrative in Chemistry Teaching. Batı Anadolu Eğitim Bilimleri Dergisi, 4(8), 1-14.