Banca de DEFESA: VIVIAN CAROLINE FARIAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VIVIAN CAROLINE FARIAS
DATE: 20/12/2023
TIME: 14:00
LOCAL: Auditório 201 - Prédio 20 - Campus Nova Gameleira
TITLE:

BRICKS BRAILLE CHEMISTRY: PEDAGOGICAL IMPLICATIONS FOR TEACHING CHEMISTRY TO STUDENTS WITH VISUAL IMPAIRMENT

KEY WORDS:

Inclusive Education; Visual Impairment; Braille Chemical Notation; Chemistry Teaching; Inclusive Didactic Resources; 3D Modeling

PAGES: 193
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This dissertation presents the outcomes of a master's research project in Technological Education, focusing on Science Teaching grounded in modeling and Inclusive Education within the context of visual impairment. The study is situated within the broader research framework of Educational Practices and Educational Technologies. The research objective is to explore the pedagogical implications of employing an inclusive teaching resource named 'Chemical Braille Bricks' for teaching Chemistry to students with visual impairments. The investigation is guided by the following research questions: i) What teaching resources have been utilized for instructing Braille Chemical Notation to students with visual impairments? ii) What are the pedagogical implications for the educational practices of Natural Sciences teachers regarding inclusive teaching resources, particularly those produced in a maker space, for teaching Chemistry to students with visual impairments? iii) What contributions can Maker Culture make to the production processes of inclusive teaching resources? iv) How can access to graphic inscriptions in Chemistry be facilitated for students with visual impairments? The research draws upon the Theory of Mediated Action Experience by Reuven Feuerstein, the Theory of Mediated Action by James Wertsch, and the concepts of models and modeling by John Gilbert and Rosária Justi. Additionally, it incorporates the notion of models as epistemic artifacts by Tarja Knnuttila. The central teaching resource, Chemical Braille Bricks (CBB), comprises diverse chemical inscriptions for constructing formulas and equations in alignment with the Braille Chemical Writing Manual for use in Brazil. The methodological approach involved the digital prototyping and 3D printing of this teaching resource using modeling software and equipment available at CEFET-MG's Lab Maker. The study engaged four participant groups: Science/Chemistry teachers experienced in Braille, Chemistry teachers unfamiliar with Braille, students with visual impairments (blindness), and a blind teacher. The research findings facilitated an analysis of pedagogical implications for the use of CBB in teaching Chemistry, assessing its potential to overcome learning barriers faced by students with visual impairments in scientific and technological education. In conclusion, this research demonstrates that the teaching resource, produced through digital prototyping and three-dimensional printing technologies, provides Chemistry teachers with alternative avenues for more inclusive teaching by enhancing the accessibility of diverse chemical representations for students with visual impairments.

COMMITTEE MEMBERS:
Presidente - ALEXANDRE DA SILVA FERRY
Externo ao Programa - WEBER HANRY MORAIS E FEU
Externa ao Programa - IVINA PAULA DE SOUZA
Externa à Instituição - IVANISE MARIA RIZZATTI - UFRR