Visual Representations Analysis of Senior High School Biology Textbooks About Plants’ Structure and Function

Utami, Riani K.; Subiantoro, Agung Wijaya

doi:10.2991/assehr.k.210305.019

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…Diagrams are important visuals for biology content because they provide more information than pictures, as they show the structural parts of the visuals and the connection between the parts (Ge et. al, 2018;Larkin & Simon, 1995;Utami and Subiantoro, 2021). Thus, the use of diagrams should be more, especially since as mentioned earlier diagrams show the parts that make up the biological structures and make easier for students to understand those structures (Mayer & Moreno, 2003;Yılmaz et al, 2017;.…”

Section: Resultsmentioning

confidence: 99%

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Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

KELES

2023

Kastamonu Education Journal

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Purpose: This study was carried out to examine and compare the visual representations used in the biology units in 7th and 8th-grade middle school science textbooks with various criteria. Design/Methodology/Approach: A document review model from qualitative data analysis was used for this research. The content and descriptive analysis techniques were used in the analysis of the textbooks. The code list used in this study consisted of five main categories, which were type of visual representation, surface feature of visual representations, captions of visual representation, the relation of visual representation with text, and function of visual representation. Findings: As a result, visuals were used in different varieties and proportions according to the examined categories in both textbooks. The most common type of use was picture, followed by diagram. The examined rates of other subcategories of the categories were displayed in separate tables, as they showed differences at each grade level of the biology units. Highlights: When the findings were examined, it was found that the designs of the visuals in both textbooks and their relationships with the text were not sufficient to comprehend the biology subjects. For this reason, the biology content in these textbooks should be designed by taking into account the students' cognitive learning system, readability, and meaningful learning.

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Section: Resultsmentioning

confidence: 99%

“…), counting and showing different types of representations in a specific topic (Slough et al, 2010;Ge et al, 2018;Parthasarathy & Premalatha, 2022). In addition, as previously discussed, functions of visuals have been studied in biology textbooks (Pozzer & Roth, 2003;Utami & Subiantoro, 2021).…”

Section: Importance Of the Studymentioning

confidence: 98%

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

KELES

2023

Kastamonu Education Journal

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“…Description of knowledge like this is a form of visual representation that is part of communicating information in all fields of science. For example, in chemistry, chemical structures are visualized in the form of diagrams (Brecher 2008), visualization of tissue structures in plants in biology (Utami & Subiantoro 2021), and dynamic fluid flow visualization in physics (Suyatna et al 2017).…”

Section: Introductionmentioning

confidence: 99%

The Role of Visual Representation for High School Physics in Teaching of Classical Mechanics

Lamanepa

Maing

Mukin

et al. 2022

jpppf

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This study aims to highlight the importance of visual representation skills in classroom practice, especially in classical mechanics physics, by discussing (1) free-body diagram representation, (2) resultant force system, (3) types and directions of quantities, (4) representation of results and units. This research was conducted on 30 students in second grade at Beringin Kupang High School. The research method was carried out experimentally using a special image representation test tool for classical mechanical materials. The research data were analyzed by descriptive method. The results showed that (1) more than 50% of students did not draw FBD before solving the problem, (2) the success rate of students in representing the resultant force system was the highest at 33%, (3) determining the type and direction of motion the success rate was 67%, and (4) representation results and units with a success rate of 40%. The results of this study become a reference for increasing the role of visual representation in learning physics.

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“…Representations in biology learning, especially in biology textbooks, can be displayed in pictures, diagrams, and others (Mulyani, 2014). The use of visualization in learning plays an important role in providing positive feedback to build vital concepts so that learning objectives can be achieved (Utami & Subiantoro, 2021). Brandstetter (2017) explains that a visual representation is a two-dimensional pictorial message generated by a graphic designer to communicate information about particular content.…”

Section: Introductionmentioning

confidence: 99%

Visual Representation of Biology Books on Circulatory System Material

Maduratna

Jayanti

2022

BES

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Background: Representation is a tool to improve students' communication, interpreting, and problem-solving skills. Visual representation (RV) can provide information about understanding the object/phenomenon observed about the concept under study. This study aimed to determine the relationship between visual representations and material content and the relationship between visual representations and the reality of images contained in the Circulation System material. Methods: This study used a content analysis method with a qualitative data analysis technique. Results: The analysis results show a relationship compared to the category of significant relationships on the circulation system's material and the relationship of symbolic visual representations. Conclusions: The analysis that has been carried out on the visual representation of SMA/MA biology books in the city of Stabat for the circulation system material, it can be concluded that the Visual Representation relationship contained in SMA/MA biology books was found to be more dominant for the category of no relationship compared to the category of a significant relationship in circulation system material presented. In addition, when analyzed concerning the reality of the image, the visual representation displays the relationship of symbolic visual representations in the analyzed biology textbooks. In addition to choosing a textbook, the teacher should pay attention not only to the content of the learning material but also to look at the components in the book, one of which is the picture in the textbook. This will later be useful to support students' understanding of the concepts being taught.

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Visual Representations Analysis of Senior High School Biology Textbooks About Plants’ Structure and Function

Cited by 3 publications

References 15 publications

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

The Role of Visual Representation for High School Physics in Teaching of Classical Mechanics

Visual Representation of Biology Books on Circulatory System Material

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