IMAGE ANALYSIS OF SOLUTIONS IN TEXTBOOKS: AN APPROACH ACCORDING TO MEANINGFUL LEARNING

Abstract

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.