Integrating Art and Science in chemistry teacher training: a Peircean semiotics analysis

Abstract

Human activities and practices, as the teaching and learning processes, are structured by languages and their signs, which can be framed in multiple paths, creating a phenomenon of meaning construction (semiosis). This work investigates how Chemistry undergraduates’ approach scientific concepts, entities, models and phenomena using the artistic expression of drawing. Therefore, we analyzed, according to Charles Sanders Peirce's semiotics, six drawings produced by undergraduate students in Chemistry representing the elements carbon and mercury and their substances. Thus, we consider the undergraduate’s role not only as observers, but also as creators of symbols, icons and indexes. The analyzes guided by the qualitative-iconic, singular-indicative and conventional-symbolic points of view proposed by Santaella (2018) demonstrate a plurality of constructions of meanings, made possible by artistic expression, aesthetic experience and scientific knowledge addressed in each image. The appropriation of symbols produced by Science, used to identify the chemical element did not always assume a central role in semiosis, especially when the substances’ properties and applications were addressed. In these cases, the students choose to structure the sign mediation with their own creations, using different shapes, colors and proportions.

Keywords

• desenho
• semiótica
• formação de professores
• elemento químico