The influence of the instruction of visual design principles on improving pre-service teachers’ visual literacy

Yeh, Hsin-Te; Cheng, Yi-Chia

doi:10.1016/j.compedu.2009.08.008

Cited by 26 publications

(11 citation statements)

References 11 publications

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“…For this reason, in time, the usage of several visual teaching materials with different structures and characteristics in learning and teaching environments came to the forefront. Stationary or moving visual teaching materials such as educative posters, concept maps, visual presentations, animations, videos and graphics are frequently used and it is reported that they offer several advantages to both teachers and learners in terms of concretizing the abstract knowledge, attracting the attention of students, making learned information permanent, ensuring active participation in classes, as well increasing the economy of time and words (Castelyn & Mottart, 2012;Smaldino, Lowther & Russell, 2007;Yeh & Cheng, 2010).…”

Section: Introductionmentioning

confidence: 99%

Developing an Instructional Design for the Design of Infographics and the Evaluation of Infographic Usage in Teaching Based on Teacher and Student Opinions

Özdamlı

Özdal

2018

EURASIA J MATH SCI T

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Infographics have been frequently used in recent years with the purpose of the visual presentation of information. It is a visualisation method which aims at presenting any content with a visual composition, combining such elements as shapes, symbols, graphics, photographs, illustrations, and texts for the target audience. The purpose of this research is to develop an instructional design based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of infographic design as well as the determination of student and teacher opinions on the usage of infographics in teaching. The study group of the research consists of 43 teachers and 51 elementary school students from elementary schools in Cyprus who participated in the research process voluntarily. The implementation process of the study consisted of 52 hours of education in face-to-face and online learning environments with the participation of 43 elementary school teachers. The purpose of this education activity was to develop knowledge and skills in the theoretical and applied dimensions required for the design of infographics. The data collection tools used in the research were the "self-efficacy scale for the design and usage of infographics", the "opinion survey for the usage of infographics in teaching environments", a "semi-structured interview form for the design of infographics for teachers and their usage in teaching environments" and a "semi-structured interview form for elementary school students for the usage of infographics in education". According to the results of the study, the opinions of elementary school teachers on the usage of infographics and their self-efficacy for infographic design shows a significant and positive difference before and after training. Interviews were held on the usage of infographics in learning environments with the 43 elementary school teachers and 51 elementary school students after the completion of the training process. Teachers used the infographics that they had developed according to the course contents for eight weeks in their courses after the training was completed and observed the impact of infographics in terms of different dimensions. At the end of the implementation, it was found that both teachers and students had positive opinions on the usage of infographics in learning environments.

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Section: Introductionmentioning

confidence: 99%

Developing an Instructional Design for the Design of Infographics and the Evaluation of Infographic Usage in Teaching Based on Teacher and Student Opinions

Özdamlı

Özdal

2018

EURASIA J MATH SCI T

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“…It needs to be learned in order to be able to use it for comunication (Stokes 2002;Sinatra 1986;Messaris 1994;Dondis 1973;Burmark 2002;Avgerinou & Ericson 1997). In recent years, educational discourse has started to mention the importance of visual literacy (Avgerinou, 2009;Yeh & Cheng, 2010;Riesland, 2005;Bleed, 2005;Elkins, 2008). Brumberger (2011) writes that university students who are exposed to visual images and considered digital natives actually have low levels of visual literacy.…”

Section: Visual Literacy Trainingmentioning

confidence: 99%

“…The study concluded that such materials may be beneficial in enriching visual expression, but visual literacy training is essential. Favorable results have been obtained in studies focusing on visual literacy training for students and candidate teachers (White 2012;Yeh & Cheng, 2010;Mbelani, 2008;Whitener-Lepanto and Harroff, 2002;Feinstein ,1994). Studies on these topics will contribute to the development of visual literacy training.…”

Section: Visual Literacy Trainingmentioning

confidence: 99%

The Reflections of Visual Literacy Training in Pre-Service Teachers’ Perceptions and Instructional Materials Design

Alpan¹

2015

JEHD

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This study was conducted to describe the visual literacy training perceptions of pre-service pre-school teachers and the way they use the design tools learned during visual literacy training in their instructional materials. Participants were 57 pre-service teachers and 226 pre-school students. Qualitative data were collected by using semi-structured interviews and student diaries, while quantitative data were collected through the use of graded materials evaluation forms and observation forms for pre-school students. The findings suggested that pre-service teachers had positive perceptions of the visual literacy course. In instructional materials design, they were often successful at the use of design tools.

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“…Diğer becerilerde olduğu gibi, görsel okuryazarlıkta da planlı bir eğitim sürecine ihtiyaç duyulmaktadır (Braden, 1996). Görsel okuryazarlık eğitiminin yükseköğretim kurumları için bir ihtiyaç olarak kabul edilmesi (Felten, 2007;Bleed, 2005;Carter, 2003;Christopherson, 1996;Sosa, 2009;Yeh ve Cheng, 2010) ve eğitim fakültesi öğrencilerinin görsel okuryazarlık yeterliklerine ilişkin sınırlı sayıda çalışmanın olması (Şahin ve Kıran, 2009;Özsevgeç, Akbulut ve Özsevgeç, 2010;Yeh ve Cheng, 2010;Yeh ve Lohr, 2010) yeni çalışmalara gereksinim duyulduğunu göstermektedir. Bu doğrultuda eğitim fakültesi öğrencilerinin görsel okuryazarlık düzeylerinin belirlenmesi yapılacak yeni programlara ve düzenlemelere kaynaklık ederek önemli katkılarda bulunabilir.…”

Section: Introductionunclassified

Eğitim Fakültesi Öğrencilerinin Görsel Okuryazarlık Yeterliklerinin Belirlenmesi

Kocaarslan¹

2013

BUEFAD

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The influence of the instruction of visual design principles on improving pre-service teachers’ visual literacy

Cited by 26 publications

References 11 publications

Developing an Instructional Design for the Design of Infographics and the Evaluation of Infographic Usage in Teaching Based on Teacher and Student Opinions

Developing an Instructional Design for the Design of Infographics and the Evaluation of Infographic Usage in Teaching Based on Teacher and Student Opinions

The Reflections of Visual Literacy Training in Pre-Service Teachers’ Perceptions and Instructional Materials Design

Eğitim Fakültesi Öğrencilerinin Görsel Okuryazarlık Yeterliklerinin Belirlenmesi

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