Potentials of teacher action with the use of audiovisual in teaching chemistry

Abstract

The use of audiovisual in teaching-learning is no longer a novelty, as the interest in understanding and seeking knowledge about it has grown. Chemistry teaching is one of the areas in which the number of investigations and reports on the use of audiovisual has grown, although many still lack a research framework. Here we present a theoretical-methodological perspective of research on the use of audiovisual in teaching and some results we had in a study following this perspective. We made observations of a Chemistry teacher’s class on Organic Functions and drugs by using some videos. Methodologically we identified the modes of addresses and the preferred meanings of the videos, described the activities and actions of audiovisual re-addressing and we also searched the relationships between the teacher’s actions and the students’ readings. The main results pointed the teacher’s use of re-addressing as a way to lead students to his teaching goals. We also noted that although the re-addressing actions have a regulatory effect, the student, as a spectator, retains his autonomy in the production of new meanings.