Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations
To demonstrate the various constraints related to visual representations in biology learning and instruction, this chapter discusses the outcomes of four empirical studies carried out in Israel on the uses of static visualization in biology as well as dat
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Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations Billie Eilam
Introduction Learning with multiple representations involving visual representations has long been proven empirically in particular conditions to promote students’ construction of knowledge, understanding, and transfer of the represented information (Mayer, 2005). Accordingly, such learning involves the processing of the visual external representations—a stimulus perceived from the multiple representations—for the construction of internal representations. These internal representations may include mental or visual imagery, internal mental models, memory, or knowledge representations that are broader than the mere description of the perceived stimuli and include individuals’ prior knowledge concerning the represented information. The value of these constructed internal representations lies in the individual’s ability to store them in memory for future use and application (Hegarty, 2004; Rapp & Kurby, 2008). Displays of external representations in the visual modality alone, such as texts and images, constitute physical representations that are created and exist outside an individual’s mind, on a paper or computer screen or other materials, with the aim of augmenting and enhancing human cognition (Tversky, 2005). For example, for learning purposes, external visual representations may free mental resources for processing information because when learners can rely on such an external image, they do not need to maintain the image in working memory. These physical, external entities may be shared among individuals for purposes of learning, discussion, communication, and so forth, by making thoughts and abstract ideas visible (Rapp & Kurby, 2008).
B. Eilam (*) Head of the Department of Learning, Instruction and Teacher Education, Faculty of Education, University of Haifa, Mount Carmel, Haifa 31905, Israel e-mail: [email protected] D.F. Treagust and C.-Y. Tsui (eds.), Multiple Representations in Biological Education, Models and Modeling in Science Education 7, DOI 10.1007/978-94-007-4192-8_4, # Springer Science+Business Media B.V. 2013
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Hegarty (2004) suggested the existence of the interplay between the processes involved in the comprehension of an external visual representation and the processes involved in the construction of an internal representation of the external one. Accordingly, learning with multiple representations—involving visual representations—is based on the combination of perceptions of external visual representations, internal visualization processes, and storage of constructed internal representations for future applications and visual thinking. It is therefore important to develop students’ abilities related to both internal visualization and external representations. One way to accomplish this would be to teach students to read, comprehend, manipulate, and create external visual representations, and this would require an effective pedagogy (Hegarty, 2004; Reed, 20
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