scholarly journals Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology

2017 ◽  
Vol 16 (1) ◽  
pp. es1 ◽  
Author(s):  
Erika G. Offerdahl ◽  
Jessie B. Arneson ◽  
Nicholas Byrne
Keyword(s):  
Molecular Biology ◽  
Cognitive Load ◽  
Visual Literacy ◽  
Life Sciences ◽  
Visual Representations ◽  
Literacy Skills ◽  
Complex Nature ◽  
Levels Of Abstraction ◽  
Intended Meaning ◽  
Visual Elements

The development of scientific visual literacy has been identified as critical to the training of tomorrow’s scientists and citizens alike. Within the context of the molecular life sciences in particular, visual representations frequently incorporate various components, such as discipline-specific graphical and diagrammatic features, varied levels of abstraction, and spatial arrangements of visual elements to convey information. Visual literacy is achieved when an individual understands the various ways in which a discipline uses these components to represent a particular way of knowing. Owing to the complex nature of visual representations, the activities through which visual literacy is developed have high cognitive load. Cognitive load can be reduced by first helping students to become fluent with the discrete components of visual representations before asking them to simultaneously integrate these components to extract the intended meaning of a representation. We present a taxonomy for characterizing one component of visual representations—the level of abstraction—as a first step in understanding the opportunities afforded students to develop fluency. Further, we demonstrate how our taxonomy can be used to analyze course assessments and spur discussions regarding the extent to which the development of visual literacy skills is supported by instruction within an undergraduate biochemistry curriculum.

scholarly journals Visual Literacy: A Bet to Be Earned, ASAP

2020 ◽  
Vol 2 (1) ◽  
pp. 66-71
Author(s):  
Sachpatzidis D. Avraam
Keyword(s):  
Learning Styles ◽  
Graphic Design ◽  
Visual Literacy ◽  
Educational Achievement ◽  
Human History ◽  
New Thought ◽  
Visual Elements ◽  
Important Argument ◽  
History Of ◽  
Visual Learners

New language produces new thought. creativity, critical thinking, educational achievement, empathy towards others, and ability to decipher technology. The gap between looking and seeing can be bridged with observing– the process of building a catalogue of visual elements, a very important argument in front of the so called “narrowness of the education system.” The science of perception and the history of image through the ideas of Eratosthenes, Copernicus, Descartes, Aristotle, Confucius and many others, is to create meaning. Language is, and always will be, the ultimate form of communication. A book of illustrations and not with illustrations, could make complex arguments through that medium that he couldn’t with words alone. Words have been considered for many centuries of the human history, the superior currency of intellect. So, educators don’t know where to start when it comes to teaching visual literacy. Photos without captions can make us look only at the photo, and make judgments and inferences by ourselves. Teaching graphic design alongside poetry, could show that design it’s more than just lines and illustration. It a sophisticated way to grasp the procedure from an idea to a picture. The sooner teachers can really abandon the Learning Styles Theory and not label students as “visual learners”, since we all learn visually, the sooner students will be empowered to become visually literate. Not all serious ideas require words, and many are better off without them. Visual communication deserves its place, and can also serve education.

scholarly journals Visual Literacy in Bloom: Using Bloom’s Taxonomy to Support Visual Learning Skills

2018 ◽  
Vol 17 (1) ◽  
pp. ar7 ◽  
Author(s):  
Jessie B. Arneson ◽  
Erika G. Offerdahl
Keyword(s):  
Science Communication ◽  
Visual Literacy ◽  
Core Competencies ◽  
Visual Learning ◽  
Visual Representations ◽  
Bloom's Taxonomy ◽  
The Public ◽  
Undergraduate Instruction ◽  
Curriculum Redesign ◽  
Bloom’S Taxonomy

Vision and Change identifies science communication as one of the core competencies in undergraduate biology. Visual representations are an integral part of science communication, allowing ideas to be shared among and between scientists and the public. As such, development of scientific visual literacy should be a desired outcome of undergraduate instruction. We developed the Visualization Blooming Tool (VBT), an adaptation of Bloom’s taxonomy specifically focused on visual representations, to aid instructors in designing instruction and assessments to target scientific visual literacy in undergraduate instruction. In this article, we identify the need for the VBT, describe its development, and provide concrete examples of its application to a curriculum redesign effort in undergraduate biochemistry.

Validity and Reliability of Mathematical Visual Literacy Skills Based on Avgerinou’s Vilual Literacy Index

2021 ◽  
Vol 12 (3) ◽  
pp. 1102-1121
Author(s):  
Raja Lailatul Zuraida Et.al
Keyword(s):  
Content Validity ◽  
Visual Literacy ◽  
Early Stage ◽  
Reliability And Validity ◽  
Principal Component ◽  
Literacy Skills ◽  
Face Validity ◽  
Validity And Reliability ◽  
Principal Component Axis ◽  
Bartlett’S Test

There is much literature on visual literacy across different fields of knowledge. Even so, generally there is a gap of literature that deals with measuring mathematical visual literacy skills. The objective of this paper is to produce empirical data on reliability and validity of mathematical visual literacy skills instrument. The development of items was based on the skills outlined Avgerinou’s VL Index (2007. The early stage in validating the instrument required researchers to seek face validity and content validity from panels of experts. Face validity was based on subjective judgements of the items. Meanwhile, content validity was determined by Content Validity Index (CVI) which is computed using Item-CVI (I-CVI) and Scale-CVI (S-CVI). Each mathematical visual literacy skills had accepted S-CVI values ranging from 0.86 to 1.00 but items with low I-CVI values were deleted. Next, construct validity and reliability was determined by using Exploratory Factor Analysis (EFA) and Cronbach’s alpha respectively. The instrument, consisting of 43 items was assessed on 428 pre-university students. Students’ responses were scored using analytical rubric developed by researchers. Using Principal Component Axis (PCA) and varimax rotation, EFA was carried out where 40 retaining items were extracted to 7 factors, representing each visual literacy skills. Kaiser-Meyer-Olkin (KMO) of 0.721, significant Bartlett’s Test of Sphericity (BTS), communalities anti images ranging between 0.308-0.721 and 0.503-0.835 respectively, 7 extracted factors explaining 53.685% of the total variance, factor loadings of ±0.520 and more, and overall Cronbach’s alphas of instrument recorded at 0.82, explained the complete validity and reliability of the instrument.

Visualising Interactions on Mobile Multimodal Sys

2010 ◽  
pp. 430-442 ◽  
Author(s):  
Kristine Deray ◽  
Simeon Simoff
Keyword(s):  
Visual Representations ◽  
Design Guidelines ◽  
Set Design ◽  
Interaction Data ◽  
Human Interactions ◽  
Additional Requirement ◽  
Visual Elements ◽  
Multimodal Systems ◽  
Design Requirements ◽  
High Level

The purpose of this chapter is to set design guidelines on visual representations of interactions for mobile multimodal systems. The chapter looks at the features of interaction as process and how these features are exposed in the data. It presents a three layer framework for designing visual representations for mobile multimodal systems and a method that implements it. The method is based on an operationalisation of the source-target mapping from the contemporary theory of metaphors. Resultant design guidelines are grouped into (i) a set of high-level design requirements for visual representations of interactions on mobile multimodal systems; and (ii) a set of specific design requirements for the visual elements and displays for representing interactions on mobile multimodal systems. The second set then is considered subject to an additional requirement – the preservation of the beauty of the representation across the relevant modalities. The chapter is focused on the modality of the output. Though the chapter considers interaction data from human to human interactions, presented framework and designed guidelines are applicable towards interaction in general.

scholarly journals The Sociological Debate of the Life Sciences Research: from Molecular Biology to Human Genome Sequencing

2017 ◽  
Vol 5 (1) ◽  
pp. 53
Author(s):  
Renan Goncalves Leonel Da Silva ◽  
Maria Conceicao Da Costa
Keyword(s):  
Molecular Biology ◽  
Social Studies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Life Sciences ◽  
Social Studies Of Science ◽  
Information And Communication ◽  
Human Genome Sequencing ◽  
History Of ◽  
Post War

This paper presents some sociological debates involved in the new field of life sciences at the end of 20th century. From a bibliographic review concerning history of science and Social Studies of Science, it will be presented some particular sociological issues of the research on molecular biology and its historical evolution – the formation of speeches and legitimization; institutional arrangements and alliances in post-war period. We will focuses on the emerging systems of information and communication technology, ICTs. and how it transformed the biomedical research. The goal is to show briefly how molecular biology was built, from the post-war period to the end of the 90’s, and what was the main proceedings of interdisciplinary associations and technoscientific interactions in the life sciences agenda.

Reading image and thinking image in a new visual age

2016 ◽  
Author(s):  
Seyda Eraslan Taspınar
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Mass Communication ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Visual Language ◽  
Multiple Literacies ◽  
Visual World ◽  
Scanning Method ◽  
Visual Arts Education

We are living in the age in which visually is prevailing intensely and mass communication is based upon image rather than expression.  It is a significant skill for our age to comprehend the language of images in this new visual age. Art and visual world are not independent concepts.  Visual literacy, a branch of multiple literacies emerged with the development of information and its transfer style, is a visual language utilized to work out issues of this new visual age.   In this study, the relation of visual literacy concept to art and art education is investigated based on the literature in the light of technological advancements.   Improvability of visual literacy skills through art education is discussed by compiling the results and comments of other studies and investigating the interrelation of art and visual literacy.  At the end of the research with the scanning method, evaluations on the relations of visual literacy concept to art education and their interactive sides were carried out, and conclusions and recommendations were stated relevant to raise productive individuals that have visual literacy skills through an effective art education.Keywords: visual literacy, visual thinking, visual arts, visual arts education

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