Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
About this paper:
Appears in: ICERI2021 Proceedings
Publication year: 2021
Pages: 6722-6726
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
doi: 10.21125/iceri.2021.1522
Conference name: 14th annual International Conference of Education, Research and Innovation
Dates: 8-9 November, 2021
Location: Online Conference
Infographics are visual representations of information, from the simplest to the most complex. Infographics content may contain text, figures to stylized illustrations to complex interactive data animations. An infographic needs to convey a message to the reader, clearly, and in an appropriate language for its target audience, taking into account that different users use different strategies to interpret and learn about the material represented in infographics. Infographics have been used as a teaching and learning resource. The creation of infographics by students encourages them to find and evaluate information from reliable sources, in addition to challenging them to present this information in a creative way, contributing to the learning of the topic under study. In this context, we created a pilot pedagogical proposal for teaching and learning Chemistry, involving the study of optical activity, a topic that makes up the studies of isomerism and stereochemistry. In this work, we aim to report the creation of the pilot pedagogical proposal on optical activity involving the creation of infographics. The pilot pedagogical proposal was applied in an Organic Chemistry class composed of pre-service teacher undergraduates in the Natural Sciences, Biology and Chemistry. The creation of the pilot pedagogical proposal took place in 4 phases. In the first phase, a literature review was carried out in order to understand what an infographic is and how to build it. Phase 2 was dedicated to identifying the characteristics that give quality to an infographic. The third phase was the definition of the theme - optical activity - and the structuring of the proposal, which involved the production of materials with guidelines for the creation of infographics by the students, the preparation of guiding questions on the optical activity theme and the design of strategy evaluation of the didactic proposal. The fourth phase consisted of the development of the pilot pedagogical proposal by the students, involving the creation of the infographic and its subsequent socialization with classmates. The evaluation of learning on the topic “optical activity”, within the studies of stereochemistry, was carried out through an activity on the Kahoot platform, in which students used the infographics built as reference material.

This study was supported by the ​Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS)​, IFRS/Fapergs, IFRS/CNPq.
Chemistry Education, Infographics, Digital Technology, STEM.