Teachers’ experience and training with visual diagrams production

García Fernández, Beatriz; Ruiz-Gallardo, José-Reyes; Paños, Esther; Mateos Jiménez, Antonio

doi:10.1080/1051144x.2024.2313427

Cited by 1 publication

(1 citation statement)

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“…Over the past century, the number, size, and color of diagrams and photographs in educational resources have increased dramatically [1]. Teachers rely upon published figures for lectures, classroom activities, and assessments [2]. Many research studies show that figures, closely aligned to text material, positively influence student educational outcomes related to reading comprehension, recall of vocabulary, and application of material [3][4][5][6][7][8][9][10].…”

Section: Importance Of Visuals In Science Educationmentioning

confidence: 99%

Redesign of a Life Cycle Figure Improves Student Conceptions of Ecology and Evolution

Landin,

Cozart

2024

Education Sciences

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Life cycle diagrams communicate the developmental life stages of an organism. Design choices may inadvertently communicate additional information about survivorship rates, genetic variation, and microevolutionary change. In this controlled experiment, we randomly assigned one of three life cycle diagrams to 684 college students. Each figure included identical life stages of a fictitious organism’s development but differed in (1) the number of offspring (single or multiple) and (2) layout (cyclical or linear). Each participant could reference the figure when answering questions about organism survival, variation among offspring, and variation between generations. Students scored 28–30% higher on questions about survivorship when the available diagram included multiple offspring. Students scored 19–30% higher on questions about microevolution when the diagram layout was linear. Overall, students who received the figure with a linear layout and multiple offspring earned the highest average score (54.5%, or 3.3 of six questions) on the assessment, while students with the traditional figure (cyclical layout with single offspring) scored the lowest average (26.1%, or 1.6 of six questions). These results suggest that figure design affects student interpretations and may assist student learning about ecology and evolution concepts and common misconceptions.

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