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Science teaching strategies for students with visual deficiency: an analysis based on categories of communicative contexts

Grant number: 17/11832-8
Support Opportunities:Regular Research Grants
Duration: February 01, 2018 - January 31, 2020
Field of knowledge:Humanities - Education - Specific topics in Education
Principal Investigator:Estéfano Vizconde Veraszto
Grantee:Estéfano Vizconde Veraszto
Host Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil
Associated researchers:Eder Pires de Camargo ; Eliana Anunciato Franco de Camargo ; Fernanda Oliveira Simon ; Jose Tarcisio Franco de Camargo


From assumptions of inclusive education, and considering the area of Natural Sciences (Physics, Chemistry and Biology), the project aims to analyze the conceptions of teachers about the process of conceptualization in science by individuals with visual impairment, seeking to relate them with the results of their work. In this sense, it will be possible to understand how teachers' conceptions influence the way they plan and apply science teaching activities for students with visual impairments. It is important to point out that the analysis will be based on the categories of Communicative Context. In addition, it will also investigate how these conceptions have been reflected in the production of didactic material and methodologies of science teaching that are being developed in the area. This purpose is based on the fact that all inclusive process should take into account that individual differences must be recognized and accepted by the whole society, being one of the pillars for the construction of a new didactic and pedagogical approach in the school environment. For analysis of the data, the project will adopt both the qualitative and the quantitative methodology in the investigative steps. Techniques of content analysis and textual statistical analysis will be used to analyze the constituted data corpus. In addition, exploratory factorial analysis techniques will be used to group data into categories, in order to compare them with existing studies in the area. This work is expected to bring new results about the understanding of the conceptualization process in science for blind people, as well as establish relationships about how trainee teachers work on these issues. The results will be used in the formulation and reformulation of teaching proposals with inclusive characteristics for the teaching of science. (AU)

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