Orientador: Eduardo Galembeck / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-15T17:08:58Z (GMT). No. of bitstreams: 1 Oliveira_ElaineAparecidade_M.pdf: 4028860 bytes, checksum: 12a75ba90b00d8eded4dc1107cc6168a (MD5) Previous issue date: 2010 / Resumo: Representações externas são muito utilizadas no ensino de bioquímica. As vias metabólicas constituem um tipo de representação externa e envolvem habilidades visuais; estão, portanto, intimamente relacionados à literacia visual (capacidade de interpretar imagens). Há uma preocupação crescente em diagnosticar a dificuldade dos estudantes com a bioquímica. Este tipo de diagnóstico é importante para poder propor soluções pedagógicas que possam facilitar o aprendizado. O presente trabalho tem como objetivo descrever o desenvolvimento e a aplicação de um teste informatizado para diagnosticar a literacia visual, relacionada ao estudo de vias metabólicas, de estudantes de cursos das áreas biológica e da saúde. Inicialmente foram desenvolvidos testes piloto com itens (modelos e questões) que contemplavam habilidades visuais para a compreensão de vias metabólicas mais frequentemente representadas em livros didáticos de bioquímica. Os testes piloto foram aplicados em 2007 e 2008 com turmas de graduação de cursos da área biológica e da saúde. Os resultados obtidos serviram de subsídio para que alguns itens fossem reformulados e outros adicionados. Os resultados obtidos foram tratados com uso do modelo de Rasch, tanto no processo de equalização dos testes piloto (para definir os itens do teste final), como para o tratamento dos resultados obtidos com a calibração de itens-respondentes após as aplicações do teste final. Três grupos participaram da aplicação do teste final e compreenderam 79 estudantes distribuídos entre os cursos de educação física (UNICAMP), enfermagem (UNICAMP) e fisioterapia/nutrição (FAJ). A partir dos dados obtidos utilizou-se o processo de calibração de itens-respondentes, proposta pelo modelo de Rasch, obtendo-se a dificuldade dos itens e as habilidades visuais apresentadas pelos grupos. Os resultados observados sugerem que entre as dificuldades apresentadas pelos estudantes no aprendizado de metabolismo pode ser incluída a dificuldade em se compreender as representações externas de vias metabólicas. Essa dificuldade pode ser minimizada com explicações dos modelos antes de se entrar nos conteúdos específicos. O teste produzido permite o diagnóstico de estudantes ou de grupos. A necessidade de desenvolver práticas de visualização para melhorar a compreensão de conceitos bioquímicos pelos estudantes mostrou-se um aspecto importante no estudo de vias metabólicas / Abstract: External representations are used in teaching of biochemistry. The metabolic pathways are a type of external representation and involve visual skills, are therefore closely related to visual literacy (ability to interpret images). There is an increasing concern regarding the diagnosis of students with difficulty to the biochemistry, this type of diagnosis is important to be able to propose solutions that would facilitate learning. This paper aims to describe the development and implementation of a computerized test to diagnose the visual literacy, related to the study of metabolic pathways for undergraduate students enrolled in courses in the biological and health. Initially, pilot tests have been developed with (models and items) that looked visual skills for the understanding of metabolic pathways most often represented in textbooks of biochemistry. The pilot tests were applied in 2007 and 2008 on undergraduate classes of various courses in the biological and health. The results served as a subsidy for some items were reformulated and others added. The results are processed using the Rasch model, both in the process of equalizing the pilot tests (for set of the final test) and for the treatment of the results obtained with calibration of items-respondents the applications for the final test. Three groups participated in the implementation of the final test and included 79 students distributed among the courses of physical education (UNICAMP), nursing (UNICAMP) and physiotherapy/nutrition (FAJ). From the data we used the calibration of items-respondents proposed by Rasch model resulting in the difficulty of items and visual skills presented by the groups. The results suggest that among the difficulties presented by the students in the learning of metabolism may be included the difficulty in understanding the external representations of metabolic maps. This difficulty can be minimized with the explanations of the models before they enter the specific content. The test produced allows the diagnosis of students or groups. The need of developing imagery to improve the understanding of biochemical concepts by students were an important aspect in the study of metabolic pathways / Mestrado / Bioquimica / Mestre em Biologia Funcional e Molecular

[pt] Esta tese tem como objeto central as representações, por palavras ou imagens, que jovens recém ingressos na universidade fazem da Internet. O trabalho tomou como premissa básica a imagem como representação visual, seja ela desenho ou texto, apoiando-se em autores como Ave Appiano, Erwin Panofsky, Jacques Aumont, Lorenzo Vilches, W. J. T. Mitchell, entre outros, que pensam a imagem e texto como uma unidade. A pesquisa, desenvolvida com alunos da PUC-Rio, usou um desenho metodológico que se desenvolveu em dois momentos sucessivos. No primeiro momento, foi realizado um estudo de caráter exploratório sobre o uso e representações de diferentes mídias e, em particular, da Internet, por parte dos universitários. O segundo momento foi constituído por uma investigação de caráter qualitativo, tendo como estratégias de coleta de dados o grupo focal de vivências proposto por Fern e Morgan e a entrevista. Os dados colhidos no questionário aplicado no primeiro momento da investigação possibilitaram o levantamento das representações mais freqüentes da Internet, numa amostra de 995 jovens, representações essas que foram usadas como disparadores da discussão havida dentro da primeira parte do segundo momento, qual seja a dos grupos focais cujos membros foram escolhidos dentro de uma amostra intencional. A segunda parte da dinâmica realizada nos grupos permitiu obter, também, produções em desenho ou colagens realizadas por cada um dos componentes dos grupos focais, representando o que o jovem espera da Internet. Todas essas representações, expressas por palavras e/ou por imagens foram analisadas, primeiramente, de forma específica dentro de cada conjunto. Tendo como referência estudos como os de Derrick de Kerckhove, Lev Manovich, Pier Cesare Rivoltella, Roger Fidler, Sherry Turkle, Steven Johnson, foi realizado igualmente a análise do cruzamento de todos os dados empíricos recolhidos, análise esta que se deu em torno de alguns eixos temáticos: a naturalização da Internet, a sua representação simbólica em termos de velocidade, informação, comunicação , diversão ,globalização. A Internet está muito presente no cotidiano desses jovens, o que pode ser verificado através da grande sintonia que demonstram ter, além de uma postura crítica em relação à Internet, tomada como uma unidade. Aspectos positivos e negativos com relação ao seu uso, suas vantagens, desvantagens, limitações, utilidade, e até seus perigos foram constatados. Outra constatação desta pesquisa foi a evidente mudança de hábitos cotidianos, escolares ou sociais para esses universitários, ratificando a importância do alfabetismo visual, nos termos propostos por Donis Dondis, para esta nova forma de construção do conhecimento. / [en] This thesis aims mainly at the representations, through words or images, which college freshmen make of the Internet. This paper has as a basic premise image as a visual representation, be it a drawing or a text, based on authors such as Ave Appiano, Erwin Panofsky, Jacques Aumont, Lorenzo Vilches, W. J. T. Mitchell, among others, who understand image and text as one unit. The research, developed with PUC-Rio students, used a methodological design developed over two successive periods. Firstly, an exploratory study was carried out on the use and the representations of different media, and, in particular, of the Internet, on the part of university students. Secondly, a qualitative investigation was carried out which used as data collecting strategies the focal experimentation groups proposed by Fern and Morgan and interviews. The data obtained through the query applied at the first stage of the investigation enabled eliciting the most frequent representations of the Internet, from a sample of 995 youths, which were used to trigger discussions carried out during the first part of the second stage, that of the focal groups whose members were chosen by intentional sampling. The second part of the group dynamics allowed the obtaining productions such as drawings or collages made by each and every member of the focal groups, representing what youths expect from the Internet. All these representations, expressed through words and/or images, were first analyzed specifically within each set. Based on studies such as those by Derrick de Kerckhove, Lev Manovich, Pier Cesare Rivoltella, Roger Fidler, Sherry Turkle, and Steven Johnson, an analysis was carried out of the crossing of all the empirical data collected; such analysis revolved around some thematic axes: the naturalization of the Internet, its symbolic representation in terms of speed, information, communication, entertainment, globalization, labyrinth and invisibility . The Internet is very present in the daily lives of these youths, which can be verified by the great attunement which they seem to have, besides a critical posture before the Internet, all taken as a unit. Positive and negative aspects of its use, its advantages and disadvantages, its limitations, its usefulness, even its dangers were elicited. This research also verified the evident change of daily school and social habits for these university students, confirming the importance of visual literacy, as defined by Donis Dondis, for this new manner of knowledge construction.

This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.

Vi lever i en visuell värld, även kallat bildsamhälle, och trots det visar tidigare forskning att bilder har fortsatt låg prioritet i skolans värld. Syftet med vårt examensarbete är att undersöka hur och varför bilder används i samband med elevers språkutveckling i svenska i grundskolans tidigare år. De teorier som är relevanta för vårt arbete grundar sig i sociokulturell lärandeteori och teori om multimodalitet. Metoderna vi använt oss av för att få svar på våra frågor är intervjuer och observationer. Vårt resultat och våra slutsatser visar att bilder sällan används i skolans olika läsningar av texter trots att eleverna visar intresse för detta. De yngre eleverna i vår studie använder bilder mer frekvent än de äldre eleverna. Bilder fungerar ofta som en startpunkt för de yngre elevernas språkutveckling i svenska jämfört med de äldre eleverna där bilder fungerar som ett komplement till texten. Lärarnas syfte med att använda bilder i sin undervisning kan vara att förenkla och förtydliga innehållet samt att förstärka texten och förstå innehållet med hjälp av de bilder som texten erhåller. Bilder blir därför främst ett stöd och får en sekundär ställning i förhållande till den skrivna texten. Studien visar även att fokus skiftar från fysiska bilder till inre bilder allt eftersom eleverna blir äldre i grundskolans tidigare år.

[pt] As visualizações de dados são cada vez mais comuns na mídia tradicional e nas redes sociais. No entanto, a alfabetização visual da população não acompanhou essa crescente popularidade. É necessário para quem cria os gráficos montar uma comunicação visual que contenha as informações necessárias de forma atrativa e de fácil compreensão. Em contrapartida, é necessário para quem os consome, captar as informações representadas pelos gráficos e extrair as análises do que vê. A importância da alfabetização visual é a capacidade de ler um gráfico, ou seja, olhar para um gráfico e identificar informações relevantes, tendências e discrepâncias em um determinado cenário. Neste trabalho, realizamos quatro estudos para explorar os fatores que influenciam o sucesso da análise de dados visuais. No primeiro estudo descobrimos como as pessoas tentam dar sentido a visualizações de dados específicas, através de perguntas que elas fazem ao encontrar uma visualização pela primeira vez. No segundo estudo exploramos como as distribuições de dados podem afetar a eficácia e eficiência das visualizações de dados. No terceiro estudo investigamos quando não especialistas identificam que uma visualização não é adequada para responder uma pergunta de análise específica, quando eles fazem boas sugestões de alteração para tornar essas visualizações adequadas e quando avaliam bem a adequação de algumas sugestões oferecidas a eles. No quarto estudo, criamos um teste para avaliar a compreensão das pessoas sobre os aspectos aplicados (responder perguntas de análise com o apoio de uma visualização) e conceituais (questões sobre a função e estrutura) da visualização de dados. Nossos resultados fornecem recursos para o desenvolvimento de material didático e ferramentas para recomendação de visualizações de dados relacionadas a perguntas que se visa responder. Uma contribuição adicional deste trabalho aos resultados dos estudos foi a estruturação de uma lista unificada de diferentes tarefas de visualização que encontramos na literatura. / [en] Data visualizations are increasingly common in traditional media and social networks. However, the visualization literacy of the population did not follow this growing popularity. It is necessary for those who create the charts to assemble a visual communication that contains the necessary information in an attractive and easy-to-understand way. By contrast, it is necessary for those who consume them to capture information represented by the charts and extract the analyses of what they see. The importance of visual literacy is the ability to read a chart, i.e., look at a chart and identify relevant information, trends, and outliers in a given scenario. In this work, we conducted four studies to explore factors related to the success of visual data analysis. We identified issues ranging from data distribution to formulating good questions to enrich exploration. The first study discovered how people try to make sense of specific data visualizations through questions they ask when they first encounter a visualization. In the second study, we explored how data distributions can affect the effectiveness and efficiency of data visualizations. In the third study, we investigated when non-experts identify that particular visualization is not adequate to answer a specific analysis question, when they make good suggestions for changes to make these visualizations adequate, and when they evaluated well the adequacy of some suggestions offered to them. In the fourth study, we created a test to assess people s understanding of the applied (answering analysis questions supported by a visualization) and conceptual (questions about function and structure) aspects of data visualization. Our results provide resources for developing of educational material and tools for recommending data visualizations to answer specific data-relation questions. An additional contribution of this work to the results of the studies was the structuring of a unified list of different visualization tasks that we found in the literature.

Målet med denna studie är att ge insikt i hur barn kommunicerar genom sina teckningar och vilken nytta pedagoger kan få av bildsamtal med barn om deras teckningar för att verkligen förstå vad det är barnet vill kommunicera. Undersökningen gjordes i form av en kvalitativ webbenkät med kvantitativa inslag som skickats ut till ett urval av pedagoger. Då det handlar om hur pedagoger tolkar och förstår barns teckningar så har en semiotisk ansats använts till analysen av det data som kommit in av enkäten i form av bildanalyser och reflektioner. Vidare tas det även upp hur viktigt det är att pedagoger förbereder och tänker igenom de frågor de ställer till barn för att inte påverka deras berättande och avsikter med sina teckningar. Felformulerade frågor och gissningar från pedagoger kan hämma barns lust att fortsätta sitt estetiska skapande. Studien visar att respondenterna tolkar både färgers känslomässiga innebörd och bilders budskap och motiv olika. Vidare visar studien att barnens intention med teckningarna kom till korta i de bildanalyser som gjordes innan respondenterna fick ta del av barnens berättelser runt sina teckningar. Det är av vikt att ge barns teckningar och bildspråkliga utveckling lika stort utrymme som övrig språkligutveckling i förskolan. / The aim of this study is to provide insight into how children communicate through their drawings and what benefit preschool teachers can get from picture-talks with children about their drawings to really understand what it is the child wants to communicate. The survey was conducted in the form of a qualitative online survey with quantitative elements that were sent out to a selection of educators. When it comes to how educators interpret and understand children's drawings, a semiotic approach has been used to analyze the data received from the survey in the form of image analyzes and reflections. Furthermore, it is also discussed how important it is for educators to prepare and think through the questions they ask children in order not to influence their narrative and intentions with their drawings. Misformulated questions and guesses from educators can inhibit children's desire to continue their aesthetic creation. The study shows that the respondents interpret both the emotional meaning of colors and the messages and motifs of images differently. Furthermore, the study shows that the children's intention with the drawings fell short in the image analyzes that were made before the respondents were allowed to take part in the children's stories about their drawings. It is important to give children's drawings and pictorial development as much space as other linguistic development in preschool.

[pt] Esta é uma investigação em torno de possibilidades de ativação de potências poéticas individuais através da experimentação visual e suas implicações no contexto do ensino de graduação em Design. Ela apresenta uma reflexão em torno de processos criativos, trabalhando com a questão norteadora de que o investimento simultâneo na literacia visual, no conhecimento da História da Cultura e no exercício de práticas reflexivas que trabalhem a visualidade no ensinoaprendizagem, pode contribuir para o desenvolvimento da autopoiese do indivíduo. O processo apresentado tem como objetivo estimular os agentes envolvidos a encontrarem suas potências poéticas e, desse modo, envolve a experimentação visual da própria pesquisadora. Para tanto, trabalharemos com os autores que vão de Paulo Freire, Bell Hooks e Jorge Larrosa Bondía, a Ailton Krenak e Humberto Maturana, passando por Geroges Didi-Huberman e Jacques Rancière. Artistas como Robert Rauchenberg, Francis Alÿs, Vija Celmins, Janine Antoni e Marcelo Moscheta acompanham o mergulho pessoal da autora em sua atividade poética a fim de atestar suas premissas de pesquisa. / [en] This is an investigation around possibilities of activation of individual poetic powers through visual experimentation and its implications in the context of undergraduate teaching in Design. It presents a reflection around creative processes, working with the hypothesis that the simultaneous investment in visual literacy, knowledge of the History of Culture and in the exercise of reflexive practices that work visuality in teaching-learning, can contribute to the development of the individual s autopoiesis. The process presented aims to stimulate the agents involved to find their poetic powers and, thus, involves the visual experimentation of the researcher herself. To this end, we will work with authors ranging from Paulo Freire, Bell Hooks and Jorge Larrosa Bondía, to Ailton Krenak and Humberto Maturana, as well as Georges Didi-Huberman and Jacques Rancière. Artists such as Robert Rauchenberg, Francis Alÿs, Vija Celmins, Janine Antoni and Marcelo Moscheta accompany the author s personal dive into her poetic activity in order to attest to the premises of her research.

In response to the recent political decision in Sweden in 2023 to reduce the allocation of hours for visual art education in Swedish Schools Högstadiet (grade 7-9), this study is motivated by a commitment to substantiate our stance against this policy through scientific rationale. This paper undertakes a literature review to explore the significance of visual arts within the evolving landscape of educational curricula. Focusing on the domain of teaching and education, our main objective is to investigate the positive impact visual art education provides. The approach employed involves an analysis of existing studies and research findings related to art and art education. The findings of this study highlight the multifaceted benefits of visual art education in schools. By thoughtfully combining various scholarly insights, this investigation asserts that art education bestows a range of favorable outcomes upon students, equipping them with essential tools to navigate the expanding visual environment in both current and future societal contexts.

Research has indicated a strong interest in knowing who is being represented and how information is being represented in the communication about childhood immunization. This study uses a two-part analysis to look at source representation and framing in childhood immunization communication. A quantitative analysis of articles from the New York Times and USA Today were examined for their source representation, their use of fear appeals, through the Extended Parallel Processing Model (EPPM), and the use of frames, through the application of Prospect Theory. A qualitative semiotic analysis was conducted on 36 images that appeared on www.yahoo.com and www.google.com to find common themes for who is being represented and how information is being portrayed through the images. Results found a high prevalence of representation from the Center for Disease Control and Prevention, other governmental agencies and views from health/medical professionals in both the articles and images.

Teaching English as a second language is widely different depending on what teacher you ask and what methodology they use. The purpose for this study is to look deeper into the visual literacy approach of how primary school teachers choose to incorporate the use of children’s picturebooks in their own teaching practices for L2 acquisition and development. Through semi-structured interviews, the study gathered information with regard to how a visual literacy approach though the use of picturebooks is utilized in practice and in theory among primary school teachers. The results of the study revealed that the majority of the participating teachers are positive towards the use of picturebooks in the ESL classroom but differ in the way they choose to incorporate the visual literacy approach in their teaching. The results showed that the participating teachers are not using children’s picturebooks to the extent that they would like to in theory, due to reasons such as time restraints and inexperience. Finally, the results show that children’s picturebooks has positive implications for L2 development with regards to vocabulary and reading comprehension in the early years. Utilizing literature that pupils are familiar with in L1 further helps to engage in the use of their L2 for overall language development.