Interactions in a Group with One Blind and Three Sighted Students in a Chemistry Experimental Activity and the Possible Relationships with Students’ Conceptions of Blindness
Resumo
Background: the increase in blind students in regular schools challenges pedagogical practices and educational research. Objectives: to analyse how to characterise the interactions within a group of one blind and three sighted students during an experimental activity in chemistry developed in elementary school and their possible associations with students’ conceptions of blindness. Design: qualitative research. Setting and Participants: four students (one blind student and three sighted students) from an 8th grade class of a Brazilian elementary school. Data collection and Analysis: social interactions were captured through audio and video recordings of a sequence of experimental activities to which students were submitted. Qualitative information about the understanding of blindness was obtained by semi-structured interviews conducted with the investigated group before and after the sequence of experimental activities. Discursive textual analysis was used as an analytical procedure. Results: the research revealed that the interactions can be characterised as tutorial and collaborative, and, to some extent, they can relate to students’ conceptions of blindness, namely, mystical and sociopsychological. Conclusions: It is important to reflect on these understandings that can be linked to the interactions promoted in experimental activities with consequences for student learning.
Palavras-chave
Experimental activity; Chemistry teaching; Blind; Social interactions
DOI: https://doi.org/10.17648/acta.scientiae.6439
Apontamentos
- Não há apontamentos.
Direitos autorais 2021 Renata Aragão da Silveira, Fábio Peres Gonçalves
Esta obra está licenciada sob uma licença Creative Commons Atribuição 4.0 Internacional.
ANÚNCIOS
Conceito A2 na Capes(2021)Índice h5 do Google Scholar: 13
Índice mediana h5 do Google Scholar:24
eISSN: 2178-7727
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