Multimodes and multiple representations: theoretical frameworks and semiotic perspectives for scientific concepts learning

dc.creator	Carlos Eduardo Laburú
dc.creator	Osmar Henrique Moura da Silva
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:32Z
dc.date.available	2015-07-20T22:23:32Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/b61c420b07dd4448a02527178c512ae5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20980
dc.description	The nature of the scientific knowledge is necessarily linked to a peculiar type language that uses a variety of representations and several discursive manners to communicate them. To understand that knowledge involves giving significance to those representations. For that perspective, this work highlights some theoretical concepts of the semiotic science with the purpose of accomplishing a reflection regarding the students' difficulties with the scientific representations. The reflections that will be place are based in recent researches that are participating in studies of the mathematical and scientific education, but substantial portion of the theme in focus has been privileged by investigations of the first study area. With that procedure, we firstly have the intention transposing important theoretical reflections of mathematical education area to scientific education, entrusting to be contributing with the conceptual refinement of this last one, as while analytic referential that subsidizes the mathematical education it is shown capable to supply a theoretical panorama equally valid to refine scientific education. With that, we tried to converge two knowledge areas that come practically developing in independent way, making it possible an intellectual enrichment. In a second moment, we still join works of an incipient research area in scientific education that investigates the pedagogic influences that have multi-modal and multiple representations in the construction of the scientific meanings. Besides trying to show a direct continuity with the previous theme, we tried to establish relationships with other concepts and theories of the literature in scientific education. Nevertheless, the essence of the work is to attempting for the semiotic theme as promising field of study to understand the nature of the difficulties of learning of the scientific representations, allowing with its theoretical concepts to bring new light to the problems of the apprentices with the understanding of those representations, as well as being an inspiration point for the elaboration of new pedagogic tools to try to face them.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID252/v16_n1_a2011.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 16, Iss 1, Pp 7-33 (2011)
dc.subject	scientific education
dc.subject	semiotics
dc.subject	investigations´ perspectives
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Multimodes and multiple representations: theoretical frameworks and semiotic perspectives for scientific concepts learning
dc.type	article