The role of pictures in learning biology: Part 1, perception and observation

Abstract

The use of pictures to illustrate science text is not usually taken to be problematic. However, the ‘picture superiority effect’ (PSE), whereby pictures are deemed to enhance learning from text, has been examined systematically over the last decade and has been found to be more equivocal than was hitherto believed. Part 1 of this review of the PSE in learning biology examines a number of perceptual considerations that need to be given to picture construction. It examines the major parameters which appear to attract the learner's attention to the picture in the first place, and then directs their subsequent viewing. These parameters are important because they exert control over the information the learner extracts from the picture. They are also important because, once recognized, it should be possible to control their influence in such a way as to optimize learning. These parameters fall into two main categories: those residing within the picture itself (for example, figure-ground differentiation) and those within the learner (for example, cultural bias). The review discusses ways in which within-picture variables such as depth of field and colour can be manipulated to re-inforce the intended message. It also suggests that more explicit instructions need to be given to learners to guide their use of texts with picture adjuncts. The importance of teaching children how to read pictures is complicated by the ways in which picture and text interact in the mind of the learner, and future comment on this aspect of the learning process is deferred to Part 2 of the article, which deals specifically with aspects of picture-text processing.

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