As videoaulas como dispositivos pedagógicos na prática profissional docente a partir da teoria cognitiva da aprendizagem multimídia

Abstract

This dissertation is part of the line of research Mediations by Information and Communication Technologies in Science and Mathematics Teaching of the Postgraduate Program in Scientific, Educational, and Technological Training of the Federal Technological University of Paraná. Its theme is the contribution of the Cognitive Theory of Multimedia Learning (CTML) (MAYER, 2009; 2021) in the teaching work of teachers who use video classes. It is assumed to answer the research problem: how can the CTML design principles contribute to training teachers who plan and produce video lessons? In this sense, the general objective is to understand if the design principles of CTML can favor the training of teachers who plan and produce video lessons. The research has a qualitative approach (CRESWELL, 2014), using the Bibliographic Research method (MARCONI; LAKATOS; MEDEIROS, 2022), with data from 16 scientific productions. For this, four (04) descriptors of interpretation were selected, according to the perspective of Salomon (1972) and Salvador (1980), which were: Teacher Training and CTML; The visual and auditory as promoters of learning; Teacher Training for the teaching work with video classes and Teacher Knowledge mobilized for the teaching work with video classes. The data were systematized using the MAXQDA software (VERBI SOFTWARE, 2022), helping the interpretative analysis. The main result obtained from the analysis is that there is a gap in the research related to Teacher Education for the application of CTML principles in the teaching work in the stages of planning, elaboration, and production of video lessons. Despite the gap, the research corpus could contribute to concluding that the acquisition of knowledge about CTML and its design principles in Teacher Education processes can be an essential contribution to pedagogical practice in order to favor learning, considering these principles for the strategy of reducing extrinsic cognitive processing, managing essential cognitive processing, and fostering generative cognitive processing. In addition, the corpus contributes to creating a digital device to support Teacher Training as an educational product of this research, an e-book entitled “Video lesson production with Perspectives from the Cognitive Theory of Multimedia Learning.”