Infographics as an auxiliary resource for the learning process of high school student
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...
| Principais autores: | Oliveira, Karla Jeane Vilela de, Cunha, Kátia Silva |
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| Formato: | Artigo |
| Idioma: | Português |
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Universidade Tecnológica Federal do Paraná (UTFPR)
2020
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http://periodicos.utfpr.edu.br/rbect/article/view/11883 |
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peri-article-118832022-09-29T18:41:05Z Infographics as an auxiliary resource for the learning process of high school student Infográficos como recurso auxiliar do processo de aprendizagem de estudantes do ensino médio Oliveira, Karla Jeane Vilela de Cunha, Kátia Silva 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. Mudanças observadas no cenário da educação através da utilização de recursos midiáticos vislumbram as múltiplas formas de aprender e disseminar o conhecimento, buscando adequar as ferramentas surgidas em outros contextos para aplicar no âmbito da sala de aula, como os infográficos. Dessa maneira, a pesquisa tem por objetivo analisar a percepção dos estudantes sobre a criação e utilização de infográficos como recurso para auxiliar a aprendizagem. Fundamenta-se nos seguintes autores: Charlot (2000), Meireu (1998), Horn (1998), Colle (2004), Behrens (2005), Minervini (2005), Schmitt (2006), Leontiev (1978; 2006) entre outros. Quanto a metodologia trata-se de uma pesquisa descritiva, a qual foi desenvolvida em uma escola da rede pública estadual de Pernambuco, na disciplina de Química, no segundo e terceiro ano do ensino médio. O estudo utilizou uma sequência didática (SD) de acordo com Zabala (1998). Participaram da SD 43 estudantes do segundo ano e 36 do terceiro ano. A SD foi proposta em quatro etapas, a primeira apresenta uma abordagem sobre infográficos, a segunda é o momento prático em que os estudantes constroem os infográficos, a terceira é da exposição dos infográficos construídos e o processo de avaliação, e a quarta etapa culmina com aplicação do questionário com cinco questões objetivas. Todos os estudantes participaram da SD, exceto da etapa do questionário que foi aplicado por amostragem com 15 estudantes do segundo ano e 15 do terceiro ano. Os resultados demonstraram que 07 educandos do segundo e 11 do terceiro conheciam sobre infográfico, mas não sabiam construí-lo; em relação ao recurso auxiliar na aprendizagem, 07 estudantes do segundo e 10 do terceiro responderam que auxilia de forma parcial; no que se refere aos aspectos mais apontados na criação de infográficos os mais citados foram: autonomia, curiosidade e criatividade. As dificuldades expressas foram em relação à organização das informações nos modelos dos aplicativos/programas. Portanto, os infográficos emergem como uma ferramenta inovadora, pois os estudantes sentem-se atraídos por essa nova forma de conduzir o aprendizado, no entanto, ainda estão pouco habituados ao recurso o que requer mais exploração para integrá-lo às situações escolares. Universidade Tecnológica Federal do Paraná (UTFPR) 2020-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/11883 10.3895/rbect.v13n3.11883 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 3 (2020) 1982-873X 10.3895/rbect.v13n3 por http://periodicos.utfpr.edu.br/rbect/article/view/11883/pdf Direitos autorais 2020 CC-BY http://creativecommons.org/licenses/by/4.0 |
| institution |
Universidade Tecnológica Federal do Paraná |
| collection |
PERI |
| language |
Português |
| format |
Artigo |
| author |
Oliveira, Karla Jeane Vilela de Cunha, Kátia Silva |
| spellingShingle |
Oliveira, Karla Jeane Vilela de Cunha, Kátia Silva Infographics as an auxiliary resource for the learning process of high school student |
| author_sort |
Oliveira, Karla Jeane Vilela de |
| title |
Infographics as an auxiliary resource for the learning process of high school student |
| title_short |
Infographics as an auxiliary resource for the learning process of high school student |
| title_full |
Infographics as an auxiliary resource for the learning process of high school student |
| title_fullStr |
Infographics as an auxiliary resource for the learning process of high school student |
| title_full_unstemmed |
Infographics as an auxiliary resource for the learning process of high school student |
| title_sort |
infographics as an auxiliary resource for the learning process of high school student |
| description |
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. |
| publisher |
Universidade Tecnológica Federal do Paraná (UTFPR) |
| publishDate |
2020 |
| url |
http://periodicos.utfpr.edu.br/rbect/article/view/11883 |
| _version_ |
1805449124765499392 |
| score |
10,814766 |