Images in biology: are instructional criteria used in textbook image design?

Postigo, Yolanda; López-Manjón, Asunción

doi:10.1080/09500693.2018.1548043

Cited by 15 publications

(15 citation statements)

References 43 publications

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“…Nevertheless, there is still likely to be a substantial number of images that could be enhanced by adjusting spatial placement. If student learning is the main priority, then designers of educational images should aim to support relevant cognition first and foremost (Ainsworth, 2006;Postigo & López-Manjón, 2019). From a broader educational policy perspective, even interventions with small to moderate effects could be cost-effective if they are also cost-efficient (e.g., Kraft, 2020).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Spatial supports for comparison in educational science images

et al. 2022

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Images, such as photographs and diagrams, play an important role in the teaching and learning of science. To optimize student learning, educational science images should be designed to facilitate the cognitive processes relevant to comprehension. One such process is comparison, which involves aligning multiple representations on the basis of their common relational structure. This structural alignment process can be facilitated by cognitive supports that are inherent to an image, including its spatial layout. Yet, little is known about the extent to which students must engage in comparison to learn from science images, and whether widely-used educational materials are conducive to structural alignment. To address these issues, we sampled multiple chapters from each of three popular U.S. middle school life science textbooks. We coded each image for the presence of prompts for comparison using cues within the images and surrounding text. For each image that prompted comparison, we coded whether its layout facilitated relevant structural alignment (direct placement of matched pairs) or obscured alignment (impeded placement). Overall, we found that comparisons were prompted for more than a third of the images. However, fewer than half of the images that required comparison had a spatial layout that provided strong support for comparison—that is, direct placement of matched objects/parts. We propose that, in concert with other cognitive supports for learning from multiple representations, spatial supports for comparison could be applied broadly to increase the effectiveness of educational science images.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Spatial supports for comparison in educational science images

et al. 2022

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“…This is also related to the material discussed. It is, therefore, essential for a textbook, especially a biology textbook, to get images of a process nature because students need clear images without having to use a lot of words or sentences (Postigo & López-Manjón, 2019…”

Section: Description Of Aspects Of Visual Representation With Image R...mentioning

confidence: 99%

Visual Representation of Biology Books on Circulatory System Material

Maduratna

Jayanti

2022

BES

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Background: Representation is a tool to improve students' communication, interpreting, and problem-solving skills. Visual representation (RV) can provide information about understanding the object/phenomenon observed about the concept under study. This study aimed to determine the relationship between visual representations and material content and the relationship between visual representations and the reality of images contained in the Circulation System material. Methods: This study used a content analysis method with a qualitative data analysis technique. Results: The analysis results show a relationship compared to the category of significant relationships on the circulation system's material and the relationship of symbolic visual representations. Conclusions: The analysis that has been carried out on the visual representation of SMA/MA biology books in the city of Stabat for the circulation system material, it can be concluded that the Visual Representation relationship contained in SMA/MA biology books was found to be more dominant for the category of no relationship compared to the category of a significant relationship in circulation system material presented. In addition, when analyzed concerning the reality of the image, the visual representation displays the relationship of symbolic visual representations in the analyzed biology textbooks. In addition to choosing a textbook, the teacher should pay attention not only to the content of the learning material but also to look at the components in the book, one of which is the picture in the textbook. This will later be useful to support students' understanding of the concepts being taught.

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“…In fact, it has been indicated that different kinds of relation between verbal text and image affect children's comprehension in varying degrees [67,69]. However, research on verbal text-image relations in multimodal science texts for children has mainly explored the representational or the compositional meaning [88][89][90][91][92][93]. Furthermore, previous research on the interpersonal meaning in multimodal science texts has examined the distinct contribution of the verbal and the visual mode in meaning construction instead of their interrelation [27,29,33,51,52,86].…”

Section: The Present Studymentioning

confidence: 99%

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

et al. 2021

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Verbal text and images constitute the principal semiotic modes interacting to produce interpersonal meanings in multimodal science texts for young children. These meanings relate to pedagogical perceptions about children’s learning. This study examined verbal text–image relations regarding the interpersonal meaning dimensions of address (the way the reader is addressed), social distance (the kind of the relationship between the reader and represented participants), and involvement (the extent to which the reader is engaged with what is represented) in multimodal text excerpts from science-related books for preschool children. The sample consisted of 300 randomly selected units of analysis. For each unit, the verbal and the visual content was analyzed along each dimension, and the relevant verbal text–image relation was determined. Results indicated that regarding address and involvement, relations of convergence appeared significantly more frequently than relations of complementarity and divergence. Concerning social distance, relations of complementarity and divergence were observed more frequently than relations of convergence. Results are discussed in the context of the Systemic Functional Grammar and the Grammar of Visual Design, in the light of the socio-cognitive perspective on science teaching and learning. Implications for the selection, design, and use of multimodal science texts for young children are also discussed.

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Images in biology: are instructional criteria used in textbook image design?

Cited by 15 publications

References 43 publications

Spatial supports for comparison in educational science images

Spatial supports for comparison in educational science images

Visual Representation of Biology Books on Circulatory System Material

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

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