Multimodal analysis of visual representations of chemical bonding in Colombian textbooks

Abstract

The objective of this research was to analyze the communicational nature of chemical bonding images in Colombian textbooks using principles from the Cognitive Theory of Multimedia Learning (CTML). A qualitative approach based on content analysis was used, employing systemic networks as a methodological tool to examine 20 images selected from five secondary school textbooks, three digital and two printed. The study revealed that 95% of the analyzed images complied with Mayer's multimedia principle, while only 10% implemented the principles of spatial contiguity and segmentation. Images with explanatory functions predominated significantly, particularly those of an interpretive nature. Despite the increase in the incorporation of explanatory illustrations, a need was identified to improve the clarity and usefulness of visual representations to facilitate the construction of adequate mental models in students. The analysis concluded that it is imperative to develop visual literacy strategies that allow students to actively interpret representational levels in chemical education. It was recommended that teachers carefully select images and promote activities that encourage the integration of verbal and visual information, guiding students in interpreting images at three levels: explicit, implicit, and conceptual, in addition to fostering metacognition about the cognitive processing of multimodal information.