Análise multivariada de imagens: uso de aplicativo portátil em uma abordagem de Atividade Experimental Problematizada (AEP)
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Data
2026-02-27
Autores
Malacarne, Gabriel Teixeira
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Editor
Universidade Federal do Espírito Santo
Resumo
The study evaluated the applicability of multivariate image analysis (MIA) for the teaching of chemometrics through problematized experimental activity (PEA) in higher education in chemistry, investigating the contributions of the use of RedGIM® as a technological resource for the interpretation of multivariate chemical data. The research adopted a mixed approach, combining qualitative and quantitative methods, with an experimental design for chemometric analysis via partial least squares regression (PLS) and didactic intervention to assess grounded theory (GT). For the application of the PLS method, the determination of the antioxidant capacity of 21 honey samples was carried out by means of the FRAP method associated with UV-Vis spectrophotometry, in conjunction with the registration and treatment of digital images in RedGIM®. The Shapiro-Wilk test was applied to verify the normality of the data, and the paired T-test was applied to indicate whether there was no statistically significant difference between the results of the RedGIM® and UV-Vis. The results showed that the generated model presented satisfactory metrics (R2 = 0.995; relative error = 4.6%; RMSEC = 0.877 µmol L−1; RMSEP = 0.832 µmol L−1 and bias = −2.9 × 10−15 µmol L−1), showing good adjustment and prediction capacity, with internal consistency and absence of overfit. Statistically, the tests indicated that there is no significant difference between the values obtained by the proposed method (RedGIM®) and by the reference method (UV-Vis). In educational context, the GT analytical process indicated that the PEA promoted the integration of chemical concepts, multivariate data interpretation, and laboratory practices, as evidenced by participants’ reports and the activities carried out throughout the intervention. These findings suggest the occurrence of meaningful learning, grounded in David Ausubel’s theory, as well as the development of metacognitive skills. According to the statistical analysis, the metacognitive indicators A1, A2, A3, P3 and C4 showed significant differences between the beginning and the end of the application. The use of RedGIM® through MIA demonstrated performance comparable to the reference analysis using UV-Vis in the application of the determination of the antioxidant capacity of honey samples. In addition, RedGIM® contributed as an effective technological resource, allowing students to apply chemometrics concepts in a practical and accessible way.
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Palavras-chave
Quimiometria , Mel , RedGIM® , Ensino de química , Aprendizagem significativa , Multivariate image analysis , Problematized experimental activity , Chemistry teaching , Meaningful learning