PEDAGOGICAL IMPLICATIONS OF THE USE OF ANALOG MODELS IN TEACHING CHEMISTRY TO VISUALLY DISABLED STUDENTS
Analog Modeling, Technological Education, Visual Disability
This dissertation addresses the analysis of the probable pedagogical implications of the use of analog models in the context of Science Education for visually impaired students of Technological Professional Education. The analysis was performed by means of a model made from an analogy contemplated in the textbooks of the National Didactic Book Program for the triennium 2018, 2019 and 2020, specifically of content for which visually impaired students had learning difficulties. The participants of this research are four visually impaired students and a teacher from Technological Education High School. The research was carried out in five stages: (1st) identification of the Chemistry content for which students with visual impairment present learning difficulties; (2nd) structural analysis of analogies and models used as a didactic mediation resource in the teaching of topics of Chemistry content, of which these students would present difficulties; (3rd) elaboration of analogical models based on these Chemistry contents; (4th) interview with the professor of Chemistry visually impaired, mediated by the presentation of the prepared analog model, (5th) interviews with students, mediated by the presentation of the analog model. The results demonstrated that the use of the analog model is a facilitator as tactile resources, providing students to assimilate scientific concepts. The research also revealed the lack of analog models in teaching chemistry to visually impaired students.