Semiotic model for reading inscriptions: Application in chemistry education

Abstract

Inscriptions – graphs, diagrams, photographs, tables, and so forth – are central to scientific practice. In this study, a semiotic model was used to evaluate the reading of inscriptions by undergraduate chemistry students when giving oral presentations based on original research articles about environmental chemistry. Results revealed that the model helps to identify the extension of the adequacy of using inscriptions by the students in communicative situations. Potentialities and limitations of the model for chemistry education are discussed.