A habilidade de elaboração do gênero exposição oral é imprescindível na esfera acadêmica, porém, existem poucas oportunidades para seu aperfeiçoamento nos cursos de química. Neste trabalho temos como objetivo analisar a elaboração de exposições orais baseadas em artigo original de pesquisa (texto-base), por parte de graduandos dessa área. Para tanto, as operações de retextualização colocadas em funcionamento foram investigadas, tendo em vista o oferecimento de subsídios para a reflexão acerca das facilidades e dificuldades na utilização das mesmas. Os resultados apontaram que houve facilidade no uso de seis operações de retextualização, com destaque para as de acréscimo de nova informação e retomada. Já as dificuldades se relacionaram a três operações de retextualização, com destaque para a de construção de opinião própria. Atividades como as descritas neste trabalho são imprescindíveis no ensino superior, pois favorecem o desenvolvimento de habilidades necessárias à elaboração do gênero exposição oral por parte dos estudantes.
Reading and comprehension of research articles (RA) by undergraduate chemistry students provides a greater ability to develop criticism and establish links between scientific contents. Even being such a relevant skill, research on the subject is scarce, especially in the Brazilian context. From this perspective, this paper aims to investigate the text comprehension of RA about the topic of biofuel, extracted from the “Química Nova” journal, by undergraduates from the area, in the context of a scientific communication discipline. Therefore, we initially analyzed the retextualization carried out by a group of students from RA for corresponding oral presentation, and then established links between retextualization operations and text comprehension. The analysis was based on studies on retextualization operations and text comprehension, from the perspective proposed by Marcuschi. The results indicated that the development of the oral presentation component slides took place without impairing the communicative purpose established by the RA authors, suggesting the undergraduates understood it.
Reading and understanding original research articles by undergraduate students in Chemistry can provide greater capacity in developing criticisms and establishing relations between scientific contents. Despite being such a relevant skill, research on the subject is scarce, especially in Brazil. In this perspective, this paper aims to investigate the understanding of original research articles on the topic of biofuel, taken from the Química Nova journal, by undergraduate students in the area, in the context of a scientific communication course. To this end, retextualization carried out by three groups of students (G1, G2 and G3, totalizing 30 students) of an original research article for a corresponding oral presentation was initially analyzed, and then relations between this process and textual understanding were established.The investigation was based on studies on retextualization operations and horizons of textual comprehension, proposed by Marcuschi. It was found that the groups used all the retextualization operations reported in this dissertation on the slides, as well as showing all horizons of textual comprehension. Thus, different types of operations, having different purposes, as well as understandings in the most varied degrees of complexity were used.Considering this, it was found that textual understanding in the minimum horizon was the most recurrent on the slides of the three groups, a fact that is possibly associated with the students' fear of making mistakes. Textual comprehension in the maximum horizon was also one of the most recurrent, showing the performance of activities of a high cognitive level. The results indicated that there was no comprehension of the totality of the original research articles by the students, however, in some moments, operations were used that indicated considerable understanding of them. As a result, it can be concluded that making the slides that comprise the oral presentation mostly occurred without affecting the communicative purpose established by the authors of the articles. In addition, the work contributes to the expansion of studies that provide theoretical and methodological support that can reshape teaching-learning activities developed in undergraduate chemistry courses, aiming to foster skills related to reading and understanding original research articles.
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