The Future of Education

Modern societies are dominated by image. Visual representations are a major means of communication in scientific communities and consequently in science education. [1] The increased use of visual representations in textbooks in recent years [2] reflects their growing importance in educational contexts as they are a significant learning resource. [2, 3] Their use seems to play a particularly important role in understanding the concepts of Biology. [4] During the last 4 decades different classification systems have been developed in order to sort visual representations into categories and subsequently study their effectiveness in learning. [5, 6] According to the international literature, various criteria are used in order to classify the visual representations. Some classifications are based on the function of the graphic, while others rely on characteristics of the graphical form. Additional classification criteria are the degree of abstractness, the semantic relationship with their corresponding text and the level of the representation (microscopic – macroscopic). Although researchers often use the same classification criteria, they, however, tend to use different terms for similar thematic categories. This may lead to confusion that makes analysis of the visual representations more difficult. In the present study, systematic bibliographic research was carried out in order to collect and organize the different classifications employed in the analysis of visual representations included in biology textbooks. Subsequently, qualitative analysis of the content of the classification systems was conducted in order to identify common features as well as semantic differences and produce a novel more sophisticated classification framework for the study of the visual representations.

Keywords: visual representations, biology textbooks, classification framework. 

References:
[1] Gilbert, J. K. (Ed.). (2005). Visualisation in Science Education. Dordrecht: Springer.
[2] Lee, V. R. (2010). Adaptations and continuities in the use and design of visual representations in US middle school science textbooks. International Journal of Science Education, 32(8), 1099–1126.
[3] Postigo, Y., & López-Manjón, A. (2019.) Images in biology: are instructional criteria used in textbook image design? International Journal of Science Education, 41(2), 210-229.
[4] Pozzer, L. L., & Roth, W.-M. (2003). Prevalence, structure, and functions of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40(10), 1089–1114.
[5] Levin, J. R., Anglin, G. J., & Carney, R. N. (1987). On empirically validating functions of pictures in prose. In D. M. Willows & H. A. Houghton (Eds.), The Psychology of Illustration. (pp. 51–85). New York, NY: Springer
[6] Gkitzia, V., Salta, K., & Tzougraki, C. (2011). Development and application of suitable criteria for the evaluation of chemical representations in school textbooks. Chemistry Education Research and Practice, 12(1), 5-14.