Students’ Comprehension of Science ConceptsDepicted in Textbook Illustrations

Abstract

Visual representations are commonly used in science instruction to enhance learning. In this study, 86 high school biology students were asked to study an illustration of meiosis to determine their ability to recognize, understand, and interpret textbook images. Data collected from interview and written responses to questions revealed that while the task helped them learn about the topic of meiosis in terms of labeling structures and describing the phases, students were unable to communicate an understanding of the overall purpose of meiosis. The findings of this study have implications for the design and scaffolding of visual representations.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 47 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.