Banca de QUALIFICAÇÃO: ANTONIO FRANCISCO LOPES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANTONIO FRANCISCO LOPES
DATE: 28/08/2026
TIME: 14:30
LOCAL: Sala de reuniões/videoconferência do IQ
TITLE:

AN INTERACTIVE DIGITAL BOOK FOR NINTH-GRADE CHEMISTRY EDUCATION: A PROPOSAL GROUNDED IN JOHNSTONE’S TRIPLET AND MULTIMEDIA LEARNING

KEY WORDS:

Chemistry Education; Interactive Digital Book; Johnstone’s Triplet; Multimedia Learning.

PAGES: 112
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

This study presents the development, implementation, and evaluation of an Interactive Digital Book (IDB) or Interactive eBook designed to teach the composition of matter to ninth-grade students in lower secondary education. The research problem stems from students’ difficulties in understanding abstract concepts in chemistry, which disrupts the transition among the macroscopic, submicroscopic, and symbolic levels, as described by Johnstone (1993). Accordingly, the following research question was formulated: how can the use of an IDB grounded in Johnstone’s Triplet and the Cognitive Theory of Multimedia Learning (CTML) contribute to students’ understanding of these concepts and foster scientific literacy? The main objective is to implement, analyze, and evaluate this pedagogical resource, developed on the Lumi/H5P platform, with the aim of mitigating students’ cognitive load. The methodology was designed as an interventionist and participatory case study, characterized as applied research with a mixed-methods approach. The study involved three distinct classes: (i) a validation (pilot) class, comprising 33 students, which was used to test the usability, pedagogical effectiveness, and interface of the educational product, identifying shortcomings and areas for improvement before implementation with the experimental and control classes; (ii) an experimental class, comprising 37 students, which used the IDB as its primary instructional resource; and (iii) a control class, comprising 35 students, which covered the same content through teacher-led interactive lectures and printed activities, without the digital resource. The intervention was conducted at Evandro Ayres de Moura Municipal School in Maracanaú, Ceará, Brazil, where students used institutional tablets to access the material. The lessons were organized into three pedagogical stages: (i) initial problematization, lasting 20 minutes, aimed at stimulating scientific curiosity, eliciting hypotheses, and identifying students’ prior knowledge through experiments or guiding questions; (ii) content development, the central stage in which the experimental class explored the IDB and its multimedia resources (texts, images, animations, videos, and interactive activities), while the control class attended teacher-led interactive lectures supported by a data projector and textbook; and (iii) collective discussion and consolidation, the final stage in which students shared their answers, justified their reasoning, and consolidated the knowledge constructed throughout the lesson. Data were collected through pre-tests and post-tests administered to both classes, observations recorded in a field diary, and analysis of digital interaction traces on the Lumi/H5P platform. The educational product underwent a validation stage with the pilot class, in which students completed a perception questionnaire consisting of 11 statements based on a 5-point Likert scale (ranging from “Strongly disagree” to “Strongly agree”) and four open-ended questions. The responses were subjected to Bardin’s Content Analysis (2016), enabling the thematic categorization of students’ perceptions into three dimensions: technological mediation and motivation; multimedia resources and facilitation of learning; and visual ergonomics and areas for design refinement. The results obtained during the validation stage indicate a highly positive reception of the IDB: 90.4% of the students demonstrated complete or predominant agreement with the material. Multimedia resources, particularly explanatory videos, were identified by 38.1% of the students as the main facilitator of learning, corroborating the Modality Principle of CTML. The visual organization and combination of text and images were positively evaluated by 85.7% of respondents, while 95.2% approved the sequential organization of the content. Analysis of the digital interaction traces revealed a mean performance rate of 63.5% on the IDB activities, with individual variations indicating upward learning curves for most students. The field diary recorded high levels of concentration and engagement, with students demonstrating autonomy in navigating the material and establishing connections between the macroscopic and submicroscopic levels of chemical phenomena. It is expected that implementation of the IDB will reduce barriers in the transition between the concrete and abstract domains, promoting the articulation of the three levels of chemical representation. As a final outcome, the validated educational product will be made publicly available to support the pedagogical practice of other basic education teachers.

COMMITTEE MEMBERS:
Presidente - 2681542 - FABIANO DO ESPIRITO SANTO GOMES
Interno - 1979810 - ALESSANDRO AUGUSTO DE BARROS FACANHA
Interno - 3007778 - ANDERSON DIAS VIANA