Análise das imagens referentes ao conteúdo de bioquímica nos livros didáticos de biologia do ensino médio

Abstract

The elements that make up the textbooks are important for learning. The present study was to analyze the images of the Biology books, inserted into the contents of Biochemistry, used by the public high schools in the municipality of Porto Nacional, TO. Initially, identified the images with and without educational value, for such were classified in: decorative, representational, explanatory or organizational. For verification of the didactic value was considered three principles of cognitive theory, principle of coherence, signaling and spatial contiguity, observing compliance of same. Subsequently, were assigned value 0 to the images that not satisfy any criterion, and values 1, 2, 3 and 4 when satisfied one, two, three and four, respectively. Finally, they were categorized in: “with low cognitive load”, when they were assigned values 4, 3, or 2, and “with high cognitive load”, to images with value 1 or 0. Most of the images were satisfactory, according to the investigated criteria. However, one of the books featured completely out of text-image signal, without contributing to the content, and deficient in mages showing the most important features, important feature to direct the reader to the relevant information at the time.