IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/5735 |
Resumo: | This study analyzes images of the content of Solutions in Chemistry textbooks approved in the PNLD/2018. The objective is to investigate whether the images follow the principles of the theory of Meaningful Learning proposed by Ausubel: progressive differentiation and integrative reconciliation and also the levels of chemical knowledge, according to Johnstone: macroscopic, submicroscopic and representational. The results show that the macroscopic level is the most discussed in the books, while the submicroscopic level is not, which can hinder the creation of explanatory models for the understanding of abstract concepts. Furthermore, it was observed that the images are arranged in a disjointed way, without the establishment of an organized hierarchical conceptual structure, which turns out to be a hindrance to achieving Meaningful Learning. In addition, it was noted that in only one of the books under analysis, the principles of progressive differentiation and integrative reconciliation are contemplated, when the author establishes a conceptual hierarchy and, later, returns to the concepts to verify similarities and inconsistencies, all this through the association between the textual verbal language with imagery. |
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IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNINGANÁLISIS DE IMÁGENES DE SOLUCIONES EN LIBROS DE TEXTO: UN ENFOQUE SEGÚN EL APRENDIZAJE SIGNIFICATIVOANÁLISE DE IMAGENS SOBRE SOLUÇÕES EM LIVROS DIDÁTICOS: UMA ABORDAGEM SEGUNDO A APRENDIZAGEM SIGNIFICATIVAimagemLivros DidáticosAprendizagem SignificativaEnsino de Químicacogniçãoimagedidatic booksMeaningful learningChemistry TeachingCognitionGráficoslibro didácticoAprendizaje significativoEnseñanza de la químicacogniciónThis study analyzes images of the content of Solutions in Chemistry textbooks approved in the PNLD/2018. The objective is to investigate whether the images follow the principles of the theory of Meaningful Learning proposed by Ausubel: progressive differentiation and integrative reconciliation and also the levels of chemical knowledge, according to Johnstone: macroscopic, submicroscopic and representational. The results show that the macroscopic level is the most discussed in the books, while the submicroscopic level is not, which can hinder the creation of explanatory models for the understanding of abstract concepts. Furthermore, it was observed that the images are arranged in a disjointed way, without the establishment of an organized hierarchical conceptual structure, which turns out to be a hindrance to achieving Meaningful Learning. In addition, it was noted that in only one of the books under analysis, the principles of progressive differentiation and integrative reconciliation are contemplated, when the author establishes a conceptual hierarchy and, later, returns to the concepts to verify similarities and inconsistencies, all this through the association between the textual verbal language with imagery.Este estudio analiza imágenes del contenido de los libros de texto de Soluciones en Química aprobados en el PNLD/2018. El objetivo es investigar si las imágenes siguen los principios de la teoría del Aprendizaje Significativo propuesta por Ausubel: diferenciación progresiva y reconciliación integrativa y, además, los niveles de conocimiento químico según Johnstone: macroscópico, submicroscópico y representacional. Los resultados indican que el nivel macroscópico es el más discutido en los trabajos, mientras que el nivel submicroscópico es poco trabajado, lo que puede perjudicar la creación de modelos explicativos para la comprensión de conceptos abstractos. Además, se observó que las imágenes están dispuestas de manera desarticulada, sin que se establezca una estructura conceptual jerárquica organizada, lo que resulta ser un impedimento para lograr un Aprendizaje Significativo. Además, se notó que en solo uno de los trabajos bajo análisis se contemplan los principios de diferenciación progresiva y reconciliación integrativa, cuando el autor establece una jerarquía conceptual y, posteriormente, vuelve a los conceptos para verificar similitudes e inconsistencias, todo esto a través de la asociación entre el lenguaje verbal textual con la imaginería.Este estudo analisa imagens do conteúdo de Soluções em livros didáticos de Química aprovados no PNLD/2018. O objetivo é investigar se as imagens seguem os princípios da teoria da Aprendizagem Significativa proposta por Ausubel: diferenciação progressiva e reconciliação integrativa e, ainda, os níveis do conhecimento químico segundo Johnstone: macroscópico, submicroscópico e representacional. Os resultados apontam que o nível macroscópico é o mais abordado nas obras, enquanto o submicroscópico é pouco trabalhado, o que pode prejudicar a criação de modelos explicativos para a compreensão de conceitos abstratos. Ademais, observou-se que as imagens estão dispostas de maneira desarticulada, sem o estabelecimento de uma estrutura conceitual hierárquica organizada, o que acaba por ser um dificultador para que se atinja a Aprendizagem Significativa. Além disso, notou-se que em apenas uma das obras em análise os princípios da diferenciação progressiva e reconciliação integrativa são contemplados, quando o autor estabelece hierarquia conceitual e, posteriormente, retoma os conceitos para verificar semelhanças e inconsistências, tudo isso por meio da associação entre a linguagem verbal textual com a imagética.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-03-16info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/573510.1590/SciELOPreprints.5735porhttps://preprints.scielo.org/index.php/scielo/article/view/5735/11011Copyright (c) 2023 José Odair da Trindade, Patrícia Fernanda de Oliveira Cabral, Aguinaldo Robinson de Souzahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTrindade, José Odair daCabral, Patrícia Fernanda de OliveiraSouza, Aguinaldo Robinson dereponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-03-13T18:59:14Zoai:ops.preprints.scielo.org:preprint/5735Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-03-13T18:59:14SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING ANÁLISIS DE IMÁGENES DE SOLUCIONES EN LIBROS DE TEXTO: UN ENFOQUE SEGÚN EL APRENDIZAJE SIGNIFICATIVO ANÁLISE DE IMAGENS SOBRE SOLUÇÕES EM LIVROS DIDÁTICOS: UMA ABORDAGEM SEGUNDO A APRENDIZAGEM SIGNIFICATIVA |
title |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING |
spellingShingle |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING Trindade, José Odair da imagem Livros Didáticos Aprendizagem Significativa Ensino de Química cognição image didatic books Meaningful learning Chemistry Teaching Cognition Gráficos libro didáctico Aprendizaje significativo Enseñanza de la química cognición |
title_short |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING |
title_full |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING |
title_fullStr |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING |
title_full_unstemmed |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING |
title_sort |
IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING |
author |
Trindade, José Odair da |
author_facet |
Trindade, José Odair da Cabral, Patrícia Fernanda de Oliveira Souza, Aguinaldo Robinson de |
author_role |
author |
author2 |
Cabral, Patrícia Fernanda de Oliveira Souza, Aguinaldo Robinson de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Trindade, José Odair da Cabral, Patrícia Fernanda de Oliveira Souza, Aguinaldo Robinson de |
dc.subject.por.fl_str_mv |
imagem Livros Didáticos Aprendizagem Significativa Ensino de Química cognição image didatic books Meaningful learning Chemistry Teaching Cognition Gráficos libro didáctico Aprendizaje significativo Enseñanza de la química cognición |
topic |
imagem Livros Didáticos Aprendizagem Significativa Ensino de Química cognição image didatic books Meaningful learning Chemistry Teaching Cognition Gráficos libro didáctico Aprendizaje significativo Enseñanza de la química cognición |
description |
This study analyzes images of the content of Solutions in Chemistry textbooks approved in the PNLD/2018. The objective is to investigate whether the images follow the principles of the theory of Meaningful Learning proposed by Ausubel: progressive differentiation and integrative reconciliation and also the levels of chemical knowledge, according to Johnstone: macroscopic, submicroscopic and representational. The results show that the macroscopic level is the most discussed in the books, while the submicroscopic level is not, which can hinder the creation of explanatory models for the understanding of abstract concepts. Furthermore, it was observed that the images are arranged in a disjointed way, without the establishment of an organized hierarchical conceptual structure, which turns out to be a hindrance to achieving Meaningful Learning. In addition, it was noted that in only one of the books under analysis, the principles of progressive differentiation and integrative reconciliation are contemplated, when the author establishes a conceptual hierarchy and, later, returns to the concepts to verify similarities and inconsistencies, all this through the association between the textual verbal language with imagery. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/5735 10.1590/SciELOPreprints.5735 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/5735 |
identifier_str_mv |
10.1590/SciELOPreprints.5735 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/5735/11011 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
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