Analysis of cell division images in natural sciences textbooks – high school biology: an approach based on the Cognitive Theory of Multimedia Learning

Abstract

Biology teaching comprises complex and abstract concepts, with textbooks acting as tools that reduce the abstraction of the content and bring the student closer to the subject studied, assisting in learning. With this in mind, this study aimed to analyze images of cell division in high school science textbooks through the Cognitive Theory of Multimedia Learning (CTML). Five textbooks on natural sciences and their technologies approved by the “PNLD 2021” were selected for the research. Based on the CTML, the images of the cell division process were analyzed, and it was identified that some of them violate the principles of Coherence, Signalling, and Spatial Contiguity and also present inaccuracies. Therefore, teachers need to analyze textbooks before using them in the classroom to ensure they do not hinder students learning.

Keywords

• divisão celular
• multimídia
• recurso imagético
• livro didático.