Memes and Entomology: A didactic sequence through Ecuadorian students' perspective

Authors

DOI:

https://doi.org/10.33448/rsd-v10i5.15228

Keywords:

Memes; Entomology; Teaching; Tertiary context; Ecuador.

Abstract

This study aims at presenting memes as a teaching technique and the students' perspectives on the use of memes in education. Two groups of 35 and 31 students, ranged from 18 to 33 years old, enrolled in the entomology classes in a public university in Ecuador, participated in this project. The didactic sequence was put into practice from November 2020 to March 2021, and it was based on Marcuschi (2008). Students were asked to create a meme related to each unit of the course. To collect the data, one online questionnaire was used to get to know the participants' perspectives at the end of the semester. The results showed that the participants saw the use of memes as an untraditional type of class with positive outcomes. Also, they saw memes as a fun tool for educational purposes. So, we consider memes an essential and powerful tool for education because they permit interactivity among students, raise curiosity, foster motivation, nurture critical thinking, and help students remember the previously learned content. Considering the positive outcome of this research, we believe this study is addressed for professors of higher education in the area of Entomology who seek new methodologies to be used in class.

References

Almeida, S. (2020). Memes como estratégias pedagógicas na EaD para professores. Revista Interdisciplinar Parcerias Digitais, 1(2), 1-10. https://cp2.g12.br/ojs/index.php/parceriasdigitais/article/view/2319

Baysac, B., & Emmanuel, P. (2017). Laughter in class: Humorous memes in 21st century learning. Journal of Social Sciences (COES&RJ-JSS), 6(2), 267-281. https://doi.org/10.25255/jss.2017.6.2.267.281

Berbel, N. (2011). As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências Sociais e Humanas, 32(1), 25-40. http://dx.doi.org/10.5433/1679-0383.2011v32n1p25

Borzsei, L. (2013). Makes a Meme Instead: A Concise History of Internet Memes. New Media Studies Magazine 7.

Burgess, J. (2008). All your chocolate rain are belong to us? Viral video, YouTube and the dynamics of participatory culture. In: Lovink G and Niederer S (eds) Video Vortex Reader: Responses to YouTube. Amsterdam: Institute of Network Cultures, pp. 101–109.

Campagnolo, R., Dambros, A., Rauber, J., & Tratch, R. (2014). Uso da abordagem peer instruction como metodologia ativa de aprendizagem: um relato de experiência. Revista Signos, 35(2), 79-87. http://www.univates.br/revistas/index.php/signos/article/view/775

Chagas, V. (2016). Memes, engajamento político e ação coletiva, ou Por que o ‘vomitaço’ importa? #MuseudeMemes. https://www.museudememes.com.br/memes-engajamento-politico-e-acao-coletiva-vomitaco-1/

Davison, P. (2012). The Language of Internet Memes. In The Social Media Reader, ed. Michael Maniberg. New York University Press, pp. 120–134.

Dawkins, R. (1976). The Selfish Gene. Oxford, UK: Oxford University Press.

Felinto, E., & Santaella, L. (2021). O explorador de abismos: Vilém Flusser e o pós-humanismo. Paulus

Garner, R. (2005). Humor, analogy, and metaphor: HAM it up in teaching. Radical Pedagogy, 6(2), 1. https://radicalpedagogy.icaap.org/content/issue6_2/garner.html

Jones, G. & Schieffelin, B. (2009). Talking text and talking back: "My BFF Jill" from boob tube to YouTube. Journal of Computer-Mediated Communication, 14(4), 1050–1079. https://doi.org/10.1111/j.1083-6101.2009.01481.x

Knobel, M., & Lankshear, C. (2007) A New Literacies Sampler. Peter Lang.

Luo, C., & Wei, C. (2015). Stridulatory sound-production and its function in females of the cicada subpsaltria yangi. PLoS ONE 10(2), 1-13. https://doi.org/10.1371/journal.pone.0118667

Marcuschi, L. (2008). Produção textual, análise de gêneros e compreensão. Parábola Editorial

Pereira, P., & Santana, A. (2018). Metodologias ativas: um estudo quantitativo-descritivo com estudantes de Pedagogia de um Centro Universitário em Jaboatão dos Guararapes-PE. Revista Olhar Científico. 4(1), 693-728.

Purnama, A. (2017). Incorporating Memes and Instagram to Enhance Student's Participation. LLT Journal: A Journal on Language and Language Teaching, 20(1), 1-14. https://doi.org/10.24071/llt.v20i1.404

Santos, A, Dantas, LFS, Alves, TRS & Braga, ESO. (2020). The use of memes as a pedagogical resource in the chemistry teaching: a view of the teachers of the discipline. Research, Society and Development, 9(7): 1-23. https://doi.org/10.33448/rsd-v9i7.4020

Santos, M., & Souza, N. (2019). O uso dos memes como instrumento de ensino para alunos do ensino fundamental. Porto Das Letras, 5(2), 78-89. https://sistemas.uft.edu.br/periodicos/index.php/portodasletras/article/view/7593

Authors, 2021

Shifman, L. (2013). Memes in a digital world: reconciling with a conceptual troublemaker. Journal of Computer-Mediated Communication 18(3), 362–377. https://doi.org/10.1111/jcc4.12013

Silva, L., Pezarino, M., & Caetano, J. (2019). Criação de Memes: Uma proposta de Sequência Didática. Anais do Encontro Virtual de Documentação em Software Livre e Congresso Internacional de Linguagem e Tecnologia Online, 8(1). http://www.periodicos.letras.ufmg.br/index.php/anais_linguagem_tecnologia/article/view/16225

Souza, J. (2014). Memes pluralistas – práticas linguístico-midiáticas em fenômenos bilíngues: um estudo sistêmico-funcional e multimodal sobre propagação via corpora digitais. (Master's Thesis). http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8781

Souza, M. (2019). Memes de internet e educação: uma sequência didática para as aulas de História e Língua Portuguesa. Periferia, 11(1), 193-213. https://doi.org/10.12957/periferia.2019.37016

Stebbins, R. (1980). The Role of Humour in Teaching: Strategy and Self-Expression. In Teacher Strategies. Explorations in the Sociology of the School, edited by P. Woods, 84–97. Croom Helm

Torok, S., McMorris, R., & Lin, W. (2010) Is humor an appreciated teaching tool? Perceptions of professors' teaching styles and use of humor. College Teaching, 52(1), 14-20. https://doi.org/10.3200/CTCH.52.1.14-20

Wells, D. (2018): You All Made Dank Memes: Using Internet Memes to Promote Critical Thinking, Journal of Political Science Education, 14(2), 240-248. https://doi.org/10.1080/15512169.2017.1406363

Downloads

Published

25/04/2021

How to Cite

VÉLEZ RUIZ, M. C. .; COUTINHO DOS SANTOS, J. . . Memes and Entomology: A didactic sequence through Ecuadorian students’ perspective. Research, Society and Development, [S. l.], v. 10, n. 5, p. e29210515228, 2021. DOI: 10.33448/rsd-v10i5.15228. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/15228. Acesso em: 14 nov. 2024.

Issue

Section

Education Sciences