Abstract
The use of visual models such as pictures, diagrams and animations in science education is increasing. This is because of the complex nature associated with the concepts in the field. Students, especially entrant students, often report misconceptions and learning difficulties associated with various concepts especially those that exist at a microscopic level, such as DNA, the gene and meiosis as well as those that exist in relatively large time scales such as evolution. However the role of visual literacy in the construction of knowledge in science education has not been investigated much. This article explores the theoretical process of visualization answering the question “how can visual literacy be understood based on the theoretical cognitive process of visualization in order to inform the understanding, teaching and studying of visual literacy in science education?” Based on various theories on cognitive processes during learning for science and general education the author argues that the theoretical process of visualization consists of three stages, namely, Internalization of Visual Models, Conceptualization of Visual Models and Externalization of Visual Models. The application of this theoretical cognitive process of visualization and the stages of visualization in science education are discussed.
Highlights
The past few decades have seen an explosion in the integration of technology and e-learning in science education
Visual literacy is one of the most critical competencies particular for students who are taught content knowledge such as molecular medicine, pathology and molecular biology because concepts (e.g. DNA, RNA and proteins) and phenomena exist at complex microscopic levels which cannot be visualized with a naked eye
The aim of this article is to explore the theoretical process of visualization based on various studies on general cognitive processes with specific reference to molecular biology and science education
Summary
The past few decades have seen an explosion in the integration of technology and e-learning in science education. Two critical aspects are discussed in the article, namely, construction of knowledge using visual models as well as the theoretical cognitive process of visualization.
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