Relations between scientific disclosure texts of the Ciência Hoje magazine and textbooks for chemistry teaching
The scientific dissemination has had great prominence, especially in studies that seek to prove the efficiency of Scientific Dissemination Texts (SDT), when used in the classroom as a didactic tool in the context of the content. Aiming to contribute to the use of this tool, this work aims to analyze...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Tecnológica Federal do Paraná (UTFPR) |
| Repositorio: | Actio (Curitiba) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.utfpr:article/14562 |
| Acceso en línea: | https://periodicos.utfpr.edu.br/actio/article/view/14562 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino de Química Texto de Divulgação Científica; Revista Ciência Hoje; Livro Didático; IRAMuTeQ Popular Science Text; Ciência Hoje Magazine; Textbox; IRAMuTeQ |
| Sumario: | The scientific dissemination has had great prominence, especially in studies that seek to prove the efficiency of Scientific Dissemination Texts (SDT), when used in the classroom as a didactic tool in the context of the content. Aiming to contribute to the use of this tool, this work aims to analyze the existing approximations between the SDTs of Revista Ciência Hoje published in the sections The Reader Question and World of Science and Textbooks in Chemistry, considering the chemical content: Matter and its Transformations. In this perspective, the analysis of the term affinity was established through the generation of word clouds by the Wordle tool and by the IRAMuTeQ software, based on the Factorial Analysis by Correspondence (CFA) and Similarity Analysis. From the results obtained, eight TDC were identified that showed an affinity with the Textbooks analyzed, for the content investigated. The similarity analysis confirms that discussions about the Matter content and its Transformations necessarily go through the terms: Substance, Gas, Mass, Chemical, Chemical Reaction, and Atom. Thus, the SDTs that use these words to address meanings and explanations on different scientific themes present elements that indicate their use in the classroom as a didactic resource to support discussions in a contextualized manner of the chemical content Matter and its Transformations in Basic Education. |
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