O uso de memes científicos como ferramenta de ensino-aprendizagem

Abstract

This research aimed to develop a methodology in different stages for the creation of scientific memes, to analyze authorial memes on a webpage on the social network Instagram, and to analyze the perceptions of the followers through a form regarding the use of memes as teaching tools, and to do this, a methodology entitled "four meme-gogical moments" was created, which aims to create scientific memes that can generate discussions regarding the topics that are being addressed. The general goal of this research is to analyze the potential of scientific memes to be used in the communication of scientific information, and the methodology for the creation of memes presents steps that range from defining the theme to the creation of memes, which was done through an Instagram account called "Conhecimemes", which aims to share these images. After the creation and sharing of the memes, a form was created through Google Forms, where 24 people's data was collected regarding what they know about internet memes, their opinion about the use as a teaching tool, their opinion about the deviation of attention from the theme addressed in the image, and ending with the evaluation of some of the images created from this methodology, being the main authors that guided this work Richard Dawkins (1976), for having created the term "meme" for the first time in 1978, and authors such as Aristimuño (2014), Soares and Saboia-Morais (2011), for being authors who have carried out work regarding meme related to teaching. The methodology "four meme-gogical moments" can be freely used for any type of activity referring to the theme of this research, and the results obtained through the form suggest that scientific memes can be a relevant and effective tool in the communication of scientific information on the internet, if it is used in a methodological way.