Análise semiótica peirceana da literacia visual de estudantes universitários
Data
2019-08-28
Autores
Beserra, Bárbara de Freitas 
Orientadores
Bianco, André Amaral Gonçalves
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Investigamos em nossa pesquisa a existência de uma interface entre Literacia Visual e
Alfabetização Científica, que chamamos de Literacia Visual Científica ou Literacia Visual
Bioquímica, em função dos signos que averiguamos. A pesquisa buscou evidenciar, analisar e
classificar esta interface. Foi realizada com a participação de estudantes da Universidade
Federal de São Paulo – Campus Diadema, curso de Ciências - Licenciatura. Para a averiguação
do nível de Literacia Visual Bioquímica, os estudantes responderam a um questionário de
múltipla escolha sobre catalisadores/enzimas e perguntas dissertativas relacionadas a vídeos
que apresentam diferentes modelos para o processo de reação enzimática. No primeiro vídeo
há o uso de massa de modelar para representar a enzima e o substrato, no segundo vídeo um
gráfico da diferença de energia livre de uma reação sem e com o uso de uma enzima, e no
terceiro vídeo animações 3D para o modelo do ajuste induzido com o exemplo da enzima citrato
sintase. Foi elaborada uma metodologia de diagnóstico baseada nas categorias propostas por
Peirce (1999): Primeiridade; Secundidade e Terceiridade, de acordo com os níveis de
reconhecimento, diferenciação e interpretação dos signos, respectivamente. Os dados foram
organizados a partir da sistemática da Análise de Conteúdo (BARDIN, 1977).
Realizamos duas coletas de dados piloto, a primeira durante a unidade curricular
Química I (2017), na qual, os estudantes responderam a uma versão do questionário de múltipla
escolha e foi proposto que respondessem a uma pergunta vinculada a um vídeo, postado na rede
social Facebook, em um grupo fechado. O tema do vídeo foi a origem da vida, e os termos mais
recorrentes entre as respostas foram os signos “átomos” e “moléculas”. A segunda coleta de
dados piloto foi realizada durante a unidade curricular eletiva Bioquímica (2017), nesta optouse por apresentar e discutir diferentes usos de vídeos em sala de aula e a aplicação de uma
segunda versão do questionário de múltipla escolha. Destas intervenções foi elaborado um
terceiro sistema de coleta de dados utilizando como ferramenta um questionário de múltipla
escolha, com tema específico (catalisadores/enzimas) e vídeos. Foram apresentados três trechos
de vídeos com diferentes modelos para o mecanismo de reações enzimáticas.
A terceira coleta de dados foi realizada com a participação de 112 estudantes, das
turmas A, B, C e D da unidade curricular Átomos e Moléculas (2019), do curso de CiênciasLicenciatura da Unifesp, Campus Diadema. Na pergunta dissertativa número 3, sobre o tema
“modelo do ajuste induzido”, 48% dos participantes não elaboraram uma resposta à pergunta.
No questionário de múltipla escolha, a questão (4), de mesmo tema, gerou o maior índice de
erros da aplicação, aproximadamente 36% da amostra, o que indica uma dificuldade por parte
dos estudantes para interpretar as reações enzimáticas a partir do “modelo do ajuste induzido".
O objetivo da classificação triádica peirceana foi comparar o desempenho dos estudantes no
questionário de múltipla escolha e respostas às perguntas dissertativas. A partir do método de
insvestigação proposto, 19% dos estudantes obtiveram mesma classificação periceana nas duas
variedades de questões.
We investigated in our research the existence of an interface between Visual Literacy and Scientific Literacy, which we call Scientific Visual Literacy or Biochemical Visual Literacy, depending on the signs we ascertained. The research sought to highlight, analyze and classify this interface. It was performed with the participation of students from the Federal University of São Paulo - Campus Diadema, Science course - graduation. In order to ascertain the level of Biochemical Visual Literacy, the students answered a multiple choice questionnaire about catalysts/enzymes and essay questions related to videos that present different models for the enzymatic reaction process. In the first video there is the use of modeling mass to represent the enzyme and the substrate, in the second video a graph of the free energy difference of a reaction without and with the use of an enzyme, and in the third video 3D animations for the model of the enzyme adjustment induced with the example of the citrate synthase enzyme. A diagnostic methodology was elaborated based on the categories proposed by Peirce (1999): Firstness; Secondness and Thirdness, according to the levels of recognition, differentiation and interpretation of signs, respectively. Data were organized from the content analysis system (BARDIN, 1977). We conducted two pilot data collections, the first during the course unit Chemistry I (2017), in which students answered a version of the multiple choice questionnaire and were proposed to answer a question linked to a video, posted on the social network Facebook, in a closed group. The subject of the video was the origin of life, and the most recurrent terms among the answers were the signs "atoms" and "molecules". The second pilot data collection was conducted during the Biochemistry elective unit (2017), in which we chose to present and discuss different uses of classroom videos and the application of a second version of the multiple choice questionnaire. From these interventions a third data collection system was elaborated using as a tool a multiple choice questionnaire with specific theme (catalysts/enzymes) and videos. Three videos excerpts with different models for the enzyme reaction mechanism were presented. The third data collection was carried out with the participation of 112 students from classes A, B, C and D from the Atoms and Molecules course unit (2019), from the Unifesp Science Degree course, Campus Diadema. In essay question number 3, on the theme “induced adjustment model”, 48% of participants did not elaborate an answer to the question. In the multiple choice questionnaire, question (4), with the same theme, generated the highest application error rate, approximately 36% of the sample, which indicates a difficulty on the part of students to interpret enzyme reactions from the “induced adjustment model”. The purpose of the Peircean triadic classification was to compare the students' performance in the multiple choice questionnaire and the answers to the essay questions. From the proposed investigation method, 19% of the students obtained the same pericean classification in both varieties of questions.
We investigated in our research the existence of an interface between Visual Literacy and Scientific Literacy, which we call Scientific Visual Literacy or Biochemical Visual Literacy, depending on the signs we ascertained. The research sought to highlight, analyze and classify this interface. It was performed with the participation of students from the Federal University of São Paulo - Campus Diadema, Science course - graduation. In order to ascertain the level of Biochemical Visual Literacy, the students answered a multiple choice questionnaire about catalysts/enzymes and essay questions related to videos that present different models for the enzymatic reaction process. In the first video there is the use of modeling mass to represent the enzyme and the substrate, in the second video a graph of the free energy difference of a reaction without and with the use of an enzyme, and in the third video 3D animations for the model of the enzyme adjustment induced with the example of the citrate synthase enzyme. A diagnostic methodology was elaborated based on the categories proposed by Peirce (1999): Firstness; Secondness and Thirdness, according to the levels of recognition, differentiation and interpretation of signs, respectively. Data were organized from the content analysis system (BARDIN, 1977). We conducted two pilot data collections, the first during the course unit Chemistry I (2017), in which students answered a version of the multiple choice questionnaire and were proposed to answer a question linked to a video, posted on the social network Facebook, in a closed group. The subject of the video was the origin of life, and the most recurrent terms among the answers were the signs "atoms" and "molecules". The second pilot data collection was conducted during the Biochemistry elective unit (2017), in which we chose to present and discuss different uses of classroom videos and the application of a second version of the multiple choice questionnaire. From these interventions a third data collection system was elaborated using as a tool a multiple choice questionnaire with specific theme (catalysts/enzymes) and videos. Three videos excerpts with different models for the enzyme reaction mechanism were presented. The third data collection was carried out with the participation of 112 students from classes A, B, C and D from the Atoms and Molecules course unit (2019), from the Unifesp Science Degree course, Campus Diadema. In essay question number 3, on the theme “induced adjustment model”, 48% of participants did not elaborate an answer to the question. In the multiple choice questionnaire, question (4), with the same theme, generated the highest application error rate, approximately 36% of the sample, which indicates a difficulty on the part of students to interpret enzyme reactions from the “induced adjustment model”. The purpose of the Peircean triadic classification was to compare the students' performance in the multiple choice questionnaire and the answers to the essay questions. From the proposed investigation method, 19% of the students obtained the same pericean classification in both varieties of questions.