Abordagem complexa entre arte, ciência e tecnologia: leitura de imagens mediada por rastreamento ocular

Abstract

This thesis investigated the contributions of eye tracking in complex learning analyzes involving art and natural sciences. As a theoretical path to support the research, the relationships between Art and Science, the convergences and divergences between the areas, and the possibilities of mediating paintings/engravings for Science Teaching were presented; the characteristics and importance of reading images in science teaching; the specificities of eye tracking technology, and a bibliographical survey showing the uses of eye tracking in science teaching and technology; the potential of the complex approach to teaching, proposed by Edgar Morin and the forms of assessment. The research was developed with students from the first semester of the Graduation in Biological Sciences, at the Federal Technological University of Paraná, Campus Ponta Grossa. As a methodology, teaching modules were developed with complex interaction between Art and Science, based on the Learning Theories of George Kelly and Robert Gagné. The data collection and analysis procedures were guided by eye tracking, while students observed paintings with scientific themes, before and after the execution of the didactic modules, as a way of verifying the contributions of this technological approach to teaching and learning research. As a qualitative complement, the eye tracking data was categorized according to the corollaries proposed by George Kelly. To analyze learning, questionnaires and audio and video recordings were also carried out, the data of which were categorized according to the analysis of the construction of a Dialogical Problematizing Matrix (DPM), of order 4x4, proposed by Kemmis and Mctaggart (1998). The data obtained by eye tracking were heat maps, fixations, gauze and emotional reactions. The results showed that there is a change in the readings before and after the didactic module, which goes from a generic observation to an observation focused on the image elements that were covered in the modules, thus showing a rational reading of the students and indicating learning traits when analyzed. along with the answers to the questionnaires. It is concluded that eye tracking can be a tool combined with other forms of assessment to investigate learning more completely, providing data that traditional methods cannot analyze, such as emotional reactions, for example. Furthermore, eye tracking technology is now more accessible and can be used in the school environment.