A Cognitive-Based Training Program for Graphic Designers to Improve Science Textbook Illustrations

Abstract

Illustrations are an inseparable part of science textbooks. To design effective illustrations, the science textbook graphic designers need to understand about how the student"s mind functions. Unfortunately, the lack of training of the graphic designers in Egypt has resulted in a generation of designers who are unable to apply effective cognitive principles of visual design in the textbooks. This study was carried out to examine the effect of a cognitive-based training program for graphic designers on the quality of science textbook illustrations. The training program was prepared to encourage graphic designers to apply effective cognitive principles when designing science textbook illustrations. Nine graphic designers were asked to design a lesson of "density" before and after the training program. A list of criteria was prepared to examine the quality of illustrations. Thirty three science teachers were asked to use this criteria to evaluate the illustrations in the designed lessons. The teachers pointed out that the pre-training illustrations were more compatible with the cognitive principles than the post-training illustrations. These results can serve as a reference for reform of the graphic preparing and training programs.