External Visual Representations in Science Learning: The case of relations among system components

The potential of comics in science communication

“…First of all, most comics are built on the integration of text and pictures, which has been highlighted by Mayer and colleagues as a guiding principle of textbook illustrations [Mayer and Gallini, 1990;Mayer et al, 1995]. Moreover, the multimodal nature of comics [Sousanis, 2015] has the potential to increase readers engagement and facilitate learning [Eilam and Poyas, 2010]. Finally, comics often rely on the use of characters and situation models, which provide the basis for emotional attachment and self-reference, which can also facilitate the formation of new memories [Symons and Johnson, 1997].…”

Descriptive Analysis of the Graphic Representations of Science Textbooks

“…Categories in the revised scheme was also checked to make sure to be relevant to the research question. Methodologically, categories were also checked to meet the requirements of being 'Exhaustive' and 'Exclusive' in a quantitative content research (Cheng and Gilbert, 2009;Eilam and Poyas, 2010). 'Exhaustive' requires every aspect of the images must be covered by the coding category.…”

“…Over the past decades, cognitive development approaches to conceptual change have undergone a shift from Piagetian development psychology that emphasizes stage-dependent and domain-general conceptual learning to other paradigms such as Ausubel's (1968) assimilation, Vygotskian perspectives (Strike and Posner, 1982). Ausubel (Cheng and Gilbert, 2009;Eilam and Poyas, 2010) believes the most important factor influences learning is what the learners already knows and hence to teach accordingly. Piaget's (Chamblisss and Calfree, 1989)argument emphasizes the interplay of assimilation and accommodation in classifying students' conceptions on explications of their thoughts and science concepts.…”

Analyze of Students’ Learning Outcomes Based On Mental Models of Atomic Structure

“…The results of this study are students did not understand the mental model tests discourse. It can be understood because the chemical found learning new words or unfamiliar to students, to the need to increase understanding of mental models of discourse, because the chemical material will be found new terms [27,33] . It is therefore expected to have a faculty instructional strategies to improve student mental models of discourse that inquiry strategy.…”

“…Some research on mental models have found that many students have a very simple mental model of chemical phenomena, for example atomic and molecular models which are depicted as discrete and concrete structures, but do not have the skills to build more complex mental model [22,25,26] . Several researches indicate that many factors can affect the ability of students to make connections between the three levels of chemical phenomenon in growing thinking skills [27][28][29] . Mental models are unstable and the student's ability to operate or use their mental models in order to explain the events that involve the use of a visual model is very limited, so the need for ongoing training to build it [26; 30-32] .…”