The theoretical cognitive process of visualization for science education

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.

THE IMPACT OF PHYSICAL MOLECULAR MODELS ON STUDENTS' VISUO-SEMIOTIC REASONING SKILLS RELATED TO THE LEWIS STRUCTURE AND BALL & STICK MODEL OF AMMONIA

“…Mnguni's (2019) framework for the development of a visuo-semiotic reasoning test instrument framed the current research. Mnguni (2014) suggested that learning from visuo-semiotic models occurs in three interrelated stages, which may occur simultaneously. The first stage is concerned with the "inputting of information from the external world into the cognitive structures. "…”

“…Second-order stimuli play a significant role in the processing of 2D and 3D models where the relative depth of overlapping surfaces is essential to determine the position of objects, such as when a model depicts different molecular geometry of molecules. Mnguni (2014) defines the second stage as the conceptualization of visuo-semiotic information, where students make sense of visuo-semiotic information. In the conceptualization stage, cognitive effort and cognitive resources are used to interpret the external stimuli as the information pass through the sensory memory into the working memory (van Schoren, 2005).…”

Visualização E Uma Avaliação Das Concepções Prévias De Alunos Do Ensino Superior Sobre as Estações Do Ano

“…Ele defende a existência de dois subsistemas de processamento de informações que se comunicam, um verbal que é especializado no processamento de representações verbais e outro imagético que é especializado no processamento de informações não verbais, objetos e eventos (CLARK; PAIVIO, 1991). A TCD é referência para diversas teorias cognitivas de aprendizagem mais atuais (MAYER, 2005;SWELLER, 2008) e também para pesquisas voltadas para o entendimento do papel da visualização no Ensino de Ciências (CHANG RUNDGREN; YAO, 2014; GILBERT, 2008;MNGUNI, 2014;VAVRA et al, 2011).…”

“…Incluem-se nessa categoria os modelos curriculares elaborados para o ensino das ciências e os modelos externalizados/elaborados pelos alunos. Enquanto que a interna se refere às imagens mentais (CHANG RUNDGREN; YAO, 2014; GILBERT, 2008;MNGUNI, 2014;VAVRA et al, 2011). Resumindo, entende-se que o fornecimento de representações visuais externas pode auxiliar as pessoas na construção de suas imagens mentais (representações visuais internas) e interpretação das mesmas (visualização).…”

“…A análise proposta levou em consideração aspectos da discussão sobre o papel da visualização para o ensino das ciências, a qual tem como fundamento a Psicologia Cognitiva (CHANG RUNDGREN;YAO, 2014;CLARK;PAIVIO, 1991;GILBERT, 2010;MNGUNI, 2014;SWELLER;. Ao mesmo tempo que se baseou em pesquisas no campo da Educação em Astronomia (CANALLE, 2003;DIAS;PIASSI, 2007;GOMIDE;LONGHINI, 2017;LANGUI, 2011;PARKER;HEYWOOD, 1998;SABOTA;SOBREIRA, 2011;SCARINCI;PACCA, 2006;VARELA-LOSADA et al, 2015).…”