Experimental imagery scripts: semiotic contributions on teaching chemical reactions to deaf students
Abstract
The study proposes to analyze, in light of Peircean semiotics, the conceptual comprehension of chemical reactions and the different evidence that proves their occurrence, by carrying out experiments guided by imagery scripts containing experimental procedures described with visual resources. Our investigation employs elements of participatory research and was developed in a bilingual educational center for the deaf, while the participants were nine second-year high school students, the head teacher, a teacher in initial training and another in continuing training. Data consisted of the transcription of discursive interactions collected from video recordings, which were subjected to conversation analysis. Our results demonstrate that deaf students are able to autonomously execute experiments based on the imagery script, illustrating the manifestation of Peirce's concepts of firstness, secondness and thirdness during pedagogical intervention, ultimately proving the potential of using imagery experimental scripts for the conceptual elaboration of deaf students.
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