Banca de DEFESA: RIBBYSON JOSE DE FARIAS SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : RIBBYSON JOSE DE FARIAS SILVA
DATE: 27/02/2024
TIME: 14:00
LOCAL: Google Meet
TITLE:

The production of comics for Physics Teaching: triggering the construction of meanings

and self-regulatory processes among Physics graduates

KEY WORDS:

Self-regulation of Learning. Biophysics of vision. Teaching Physics.
Comics. Multimodality.

PAGES: 288
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Physics Teaching becomes an important field of discussion due to its traditional
approach that does little to favor the learning of declarative knowledge or the
development of self-regulatory processes, necessary for learning science. Comics
(Comics) have great potential to explore different areas of knowledge, including
Physics, due to the use of different semiotic modes (images, text, etc.) to give meaning
to phenomena. The multimodality with the help of Visual Design Grammar (GDV)
contributes to analyzing pedagogical tools like these. In this context, the present work
sought to investigate whether producing comics, which take into account their
characteristic aspects of comics and the elements of GDV, can contribute to learning the
Biophysics of Vision and trigger self-regulatory processes. With this, our general
objective was to investigate the potential(s) of comics in the initial training of physics
teachers in terms of their contributions to the production of meanings in teaching the
Biophysics of vision and in terms of triggering self-regulatory learning processes. The
research is interventional in nature (PNI) or intervention research (Teixeira and Megid
Neto, 2017). The construction of the data took place during an extension course at a
Brazilian public university, entitled: “Comic books and their multimodality for teaching
physics”. Ten physics undergraduates participated. Three corpora were constructed. To
construct corpora I and III, we used a questionnaire that was analyzed using elements of
Content Analysis (Bardin, 2011) and in corpus II we used the productions of comics
that were analyzed using GDV (Kress and Van Leeuwen, 2006). The results indicate
that students recognize the need to use comics in the classroom. They consider that
these tools can be used in different pedagogical proposals, instigating creativity and
awakening interest in physics, despite believing in some challenges/limits such as the
difficulty in their productions. We realized that it is possible to create meanings about
the biophysics of vision, through the textual and image elements that made up the
comics produced. We also observed processes of Self-Regulation of Learning, as
students sought to resolve difficulties by researching content beyond what was covered
in the course and creating new strategies and paths that affected behavior until they
finished producing their comics.

COMMITTEE MEMBERS:
Presidente - ANA MARIA DOS ANJOS CARNEIRO LEAO
Interna - ***.128.744-** - EDENIA MARIA RIBEIRO DO AMARAL - UFRPE
Interna - HELAINE SIVINI FERREIRA
Externa à Instituição - MARIA TERESA LOPES - UFPE
Externo à Instituição - RAFAEL SANTOS DE AQUINO - IFSertaoPE