Design of a teaching-learning sequence on the principles of the Cognitivist Theory of Multimedia Learning (CTML)

• Autor(a) principal: Silva, Diana Guimarães
• Data de Publicação: 2020
• Outros Autores: Neves, Ricardo Ferreira das, Ferreira, Helaine Sivini
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1381
• topic: Aprendizagem Multimídia; Ensino-Aprendizagem; Formação inicial; Teoria Cognitivista; Multimedia Learning; Teaching-Learning; Initial formation; Cognitive theory

In the school context, the image represents a visual resource present in multimedia materials, used in teaching practice during classes, seeking to assist the student, along with the written text, in understanding science content. Some images may present information that differs from scientific knowledge, requiring the use of theoretical and methodological parameters to measure their cognitive value, avoiding epistemological obstacles and conceptual mistakes in learning. The research aimed at the design and application of a Teaching-Learning Sequence for the appropriation of Mayer's Multimedia Principles (2001) with undergraduates in Biological Sciences. The design of the sequence was based on Martine Méheut's Integrated Constructivist Approach (2005), configured at the time of training and collaborative construction with undergraduates. The results indicated dissonances between the design and the application of the sequence, but it was considered valid, since the learning paths of the graduates were significant. We highlight the relevance of the content worked for teaching performance and the effectiveness of the sequence designed for the training undertaken, since it provided a significant articulation between theory and practice.