Aplicação de uma nova metodologia para o ensino de discentes surdos / Application of a new methodology for the teaching of deaf students

Tavares, Márcio Jean Fernandes; Ferraz, Júlia Maria Soares; Júnior, Carlos Alberto da Silva; Souza, Niely Silva de; Figueirêdo, Alessandra Marcone Tavares Alves de

doi:10.34117/bjdv8n2-206

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…Brazilian Journal of Development, Curitiba, v.9, n.3, p. 10567-10578, mar., 2023 growth of research on inclusive strategies has been observed in the literature 28,29,[38][39][40][41][42][43][44][45][46][47]30,[48][49][50][31][32][33][34][35][36][37] ; however, there needs to be more illustrative models to guide students and teachers, which is where TBM comes into play.…”

Section: Tbm As a New Shape Of Chemical Educationmentioning

confidence: 99%

Triangular bipyramid metaphor (TBM), an imagetic representation for the awareness of inclusion in chemical education (ICE)

Júnior¹

2023

Braz. J. Develop.

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Given the urgent needs we face regarding Inclusion in Chemical Education (ICE), it is ever more evident that teachers worldwide need new perspectives to provide solutions for a more accessible, critical, and assistive education process. This work aims to propose a new pictorial representation, the Triangular Bipyramid Metaphor (TBM), for the awareness of Inclusion in Chemical Education (ICE). This new metaphor is depicted as a having a triangular bipyramidal shape with five levels of instruction: (1) symbolic or representational, (2) sub-microscopic or model, (3) macroscopic or phenomenological, (4) human aspect or context, and (5) inclusion. In short, TBM was created as a new perspective of the Mahaffy’s metaphor for working with students and the public. We hope that TBM could be useful for creating and developing novel solutions through interdisciplinary and comprehensive collaborations, providing new resources for ICE.

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Section: Tbm As a New Shape Of Chemical Educationmentioning

confidence: 99%

Triangular bipyramid metaphor (TBM), an imagetic representation for the awareness of inclusion in chemical education (ICE)

Júnior¹

2023

Braz. J. Develop.

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Challenges and successes: online and inclusive teaching of green chemistry in Brazil in the time of covid-19

Júnior¹,

Souza²,

Velozo³

et al. 2022

Int J Innov Educ Res

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The year 2020 was marked by the beginning of the intense journey against Covid-19, which brought strong impacts to Brazilian education. In view of this, the educational system began to adapt to the “new normal” and, with this, problems arose in adapting to virtual education, especially in the scope of School Inclusion (SI) of the deaf public, since social distancing requires significant attention in the use of aspects of communication and online technologies. These difficulties were more prominent, especially in the discipline of Chemistry, which is not detached from experimentation. Thus, the research demonstrates the need for better approaches to SI in Emergency Remote Education (ERE), especially in Chemistry contextualized to Environmental Education (EE). This work aims to adopt Active Methodologies (AM) and it is justified in offering activities aimed at the interassociations between Chemistry and EE, through the Case Study (CS) method. These actions addressed the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG) on drinking water and sanitation. The development of the work occurred remotely in an inclusive class. The results of the research demonstrated the importance of using inclusive methodologies that favor the construction of effective knowledge and enable the exchange of knowledge in a bilingual and accessible environment. Thus, the adaptation or development of new didactic methodologies can change the reality of Brazilian education.

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An inclusive approach to incorporating green chemistry in a post-pandemic world

Velozo

Tavares

Ferraz

et al. 2022

Int J Innov Educ Res

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The Covid-19 pandemic brought several challenges to the educational system with regard to the continuity of classes in the context of an Emergency Remote Education (ERE). Among these challenges, we highlight the intensification of disinterest and low participation of students in chemistry classes and the insufficiency of didactic proposals that work with School Inclusion (SI), with a focus on accessibility for the deaf. The ERE model lasted 2 (two) years, after this period, teachers had to face a new change in the school scenario: Post-pandemic Face-to-Face Teaching (post-pandemic FFT). Thus, with the return to classes, the challenges mentioned were accentuated, bringing again the demand for the adoption of new educational strategies. Within this context, this article is justified in the development of a pedagogical intervention focused on the inclusive teaching of Chemistry in the post-pandemic FFE, linked to the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG). This action aimed at the elaboration of accessible didactic materials, together with the application of an experimental, contextualized, and sustainable practical class called: Batch Adsorption with activated charcoal from the endocarp of the coconut (biodegradable adsorbent). The results of the research showed that the adoption of the contextualization methodology, concomitantly with the development of the practical activity, pointed to an improvement in the teaching of Chemistry in the post-pandemic face-to-face model. Therefore, sustainable experimentation effectively contributed to the learning process and a more critical look at the socio-environmental issues discussed.

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Aplicação de uma nova metodologia para o ensino de discentes surdos / Application of a new methodology for the teaching of deaf students

Cited by 3 publications

References 4 publications

Triangular bipyramid metaphor (TBM), an imagetic representation for the awareness of inclusion in chemical education (ICE)

Triangular bipyramid metaphor (TBM), an imagetic representation for the awareness of inclusion in chemical education (ICE)

Challenges and successes: online and inclusive teaching of green chemistry in Brazil in the time of covid-19

An inclusive approach to incorporating green chemistry in a post-pandemic world

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