Visualization skills of students of veterinary embryology
Abstract
Scientific representations are visual images that count on referring concepts and can be decodified, interpreted and valuated. The aim of the present study was to characterize the visualization skills of students of veterinary embryology using graphic representations. Thirty two first year Veterinary Sciences voluntary students were interviewed in two occasions. First interview included all students and assessed their knowledge about terminology related with visualization skills. Twelve students participated in the second interview which was based on the resolution of instruments of spatial visualization, spatial orientation and spatial relationships. Student's opinion was that the work was very difficult. This could be explained for their inexperience in working with images; moreover they recognized that they had just used them for entertainment or obligation. The majority of interviewees (83.3%) expressed they had previously made representations only to fulfill teacher's requirements. Fifty eight percent of students were able to resolve at least half of the rotations. In regard to the ability to establish spatial relations, the range of right answers was 50 to 92%. It can be concluded that most of the students lacked experience in the didactic use of images, showing deficiencies in their visualization skills.
Keywords: visualization, students, embryology.
Downloads
Download data is not yet available.
References
Allen AD. (1999). Complex spatial skills: the link between visualization and creativity. M.Sc Thesis, Faculty of the Virginia Polytechnic Institute and State University, Blacksburg, Virginia, 97pp.
Barnea N. (2000). Teaching and learning about chemistry and modelling with a computer managed modelling system. En: Developing Models in Science Education, Gilbert JK & Boulter CJ (eds) Kluwer Academic Publisher, Dordrecht, pp. 307-324.
Constable H, Campbell B, Brown R. (1988). Sectional drawings from science textbooks: an experimental investigation into pupils understanding. British Journal of Educational Psychology; 58:89-102.
Galagovsky L, Adúriz-Bravo A. (2001). Modelos y analogías en la enseñanza de las ciencias naturales. El concepto de modelo didáctico analógico. Enseñanza de las Ciencias; 19(2):231-242.
Gilbert JK, Boulter CJ, Elmer R. (2000). Positioning models in science education and in design and technologyeducation. En: Developing Models in Science Education, Gilbert JK & Boulter CJ (eds), Kluwer Academic Press, Dordrecht, pp. 3-18.
Gilbert JK, Justi R, Aksela M. (2003). Visualization: A metacognitive competence in the learning of science. Cuarta Conferencia European Science Education Research Association (ESERA). <http://www1.phys.uu.nl/esera2003/programme/pdf/225S2.pdf> [Consulta: 14-4-2007].
Giorgis C, Johnson NJ, Bonomo A, Colbert C. (1999). Visual literacy. The Reading Teacher; 53(2):146-153.
Jiménez Valladares JD, Perales Palacios FJ. (2002). La evidencia experimental a través de la imagen de libros de texto de física y química. Revista Electrónica de Enseñanza de las Ciencias, 1(2). <http://www.saum.uvigo.es/reec/volumenes/volumen1/Numero2/Art5.pdf> [Consulta: 10-5-2005]
Levie WH, Lentz R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal; 30:195-232. Op. Cit. Llorente Cámara, E. 1999.
Lengler R, Eppler MJ. (2007). Towards a periodic table of visualization methods for management. IASTED Proceedings of the Conference on Graphics and Visualization in Engineering (GVE 2007), Clearwater, Florida, EEUU. <http://www.visual-literacy.org/periodic_table/periodic_table.pdf> [Consulta: 11-3-2007]
Llorente Cámara E. (1999). Imágenes en la enseñanza. Revista Psicodicáctica 9. <http://redalyc.uaemex.mx/redalyc/pdf/175/17500911.pdf> [Consulta: 9-8-2006]
Macnab W, Johnstone AH. (1990). Spatial skills which contribute to competence in the biological sciences. Journal of Biological Education; 24(1):37-41.
Mathewson JH. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education; 83(1): 33-54.
Mathewson J.H. (2005). The visual core of science: definition and applications to education. International Journal of Science Education; 27(5):529-548.
Messaris P. (1995). Visual literacy and visual culture. Image and visual literacy: Selected readings from the Annual Conference of the International Visual Literacy Association, Octubre 12-16.Tempe, Arizona. <http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf> [Consulta: 14-4-2007].
Prendes Espinoza MP. (1996). Análisis de imágenes en textos escolares. Revista Pixel-Bit - Revista de Medios y Educación 6. <http://www.sav.us.es/pixelbit/articulos/n6/n6art/art6.htm> [Consulta: 12-12-2004]
Raj Chaudhury S. (2003). Multiple representations, scientific visualization and student learning of science. National Association of Geoscience's Teachers. <http://serc.carleton.edu/files/NAGTWorkshops/visualize04/chaudhury_essay.pdf> [Consulta: 3-6-2007]
Rieber L. (2002). Supporting discovery-based learning with simulations. International Workshop on Dynamic Visualizations and Learning. Online-Proceedings, Knowledge Media Research Center (KMRC), Tübingen, Germany. <http://www.iwm-kmrc.de/workshops/visualization/rieber.pdf>[Consulta: 21-3-2007]
Scribner SA, Anderson MA. (2005). Novice drafters' spatial visualization development: Influence of instructional methods and individual learning styles. Journal of Industrial Teacher Education; 42(2):38-60.
Tuvi-Arad I, Gorsky P. (2007). New visualization tools for learning molecular symmetry: a preliminary evaluation. Chemistry Education Research and Practice; 8(1): 61-72.
Tversky B, Morrison JB, Betrancourt M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies; 57:247-262.
Uttal DH, Liu LL, DeLoache JS. (2006). Concreteness and symbolic development. En: Balter, L & Tamis-LeMonda, C. Child Psychology, Cap. 8, 167-185. Disponible en: <https://www.depot.northwestern.edu/projects/wcas/psych/uttallab/WebPublications/uttalliudeloache2006chap150.pdf> [Consulta: 11-3-2007]
Barnea N. (2000). Teaching and learning about chemistry and modelling with a computer managed modelling system. En: Developing Models in Science Education, Gilbert JK & Boulter CJ (eds) Kluwer Academic Publisher, Dordrecht, pp. 307-324.
Constable H, Campbell B, Brown R. (1988). Sectional drawings from science textbooks: an experimental investigation into pupils understanding. British Journal of Educational Psychology; 58:89-102.
Galagovsky L, Adúriz-Bravo A. (2001). Modelos y analogías en la enseñanza de las ciencias naturales. El concepto de modelo didáctico analógico. Enseñanza de las Ciencias; 19(2):231-242.
Gilbert JK, Boulter CJ, Elmer R. (2000). Positioning models in science education and in design and technologyeducation. En: Developing Models in Science Education, Gilbert JK & Boulter CJ (eds), Kluwer Academic Press, Dordrecht, pp. 3-18.
Gilbert JK, Justi R, Aksela M. (2003). Visualization: A metacognitive competence in the learning of science. Cuarta Conferencia European Science Education Research Association (ESERA). <http://www1.phys.uu.nl/esera2003/programme/pdf/225S2.pdf> [Consulta: 14-4-2007].
Giorgis C, Johnson NJ, Bonomo A, Colbert C. (1999). Visual literacy. The Reading Teacher; 53(2):146-153.
Jiménez Valladares JD, Perales Palacios FJ. (2002). La evidencia experimental a través de la imagen de libros de texto de física y química. Revista Electrónica de Enseñanza de las Ciencias, 1(2). <http://www.saum.uvigo.es/reec/volumenes/volumen1/Numero2/Art5.pdf> [Consulta: 10-5-2005]
Levie WH, Lentz R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal; 30:195-232. Op. Cit. Llorente Cámara, E. 1999.
Lengler R, Eppler MJ. (2007). Towards a periodic table of visualization methods for management. IASTED Proceedings of the Conference on Graphics and Visualization in Engineering (GVE 2007), Clearwater, Florida, EEUU. <http://www.visual-literacy.org/periodic_table/periodic_table.pdf> [Consulta: 11-3-2007]
Llorente Cámara E. (1999). Imágenes en la enseñanza. Revista Psicodicáctica 9. <http://redalyc.uaemex.mx/redalyc/pdf/175/17500911.pdf> [Consulta: 9-8-2006]
Macnab W, Johnstone AH. (1990). Spatial skills which contribute to competence in the biological sciences. Journal of Biological Education; 24(1):37-41.
Mathewson JH. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education; 83(1): 33-54.
Mathewson J.H. (2005). The visual core of science: definition and applications to education. International Journal of Science Education; 27(5):529-548.
Messaris P. (1995). Visual literacy and visual culture. Image and visual literacy: Selected readings from the Annual Conference of the International Visual Literacy Association, Octubre 12-16.Tempe, Arizona. <http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf> [Consulta: 14-4-2007].
Prendes Espinoza MP. (1996). Análisis de imágenes en textos escolares. Revista Pixel-Bit - Revista de Medios y Educación 6. <http://www.sav.us.es/pixelbit/articulos/n6/n6art/art6.htm> [Consulta: 12-12-2004]
Raj Chaudhury S. (2003). Multiple representations, scientific visualization and student learning of science. National Association of Geoscience's Teachers. <http://serc.carleton.edu/files/NAGTWorkshops/visualize04/chaudhury_essay.pdf> [Consulta: 3-6-2007]
Rieber L. (2002). Supporting discovery-based learning with simulations. International Workshop on Dynamic Visualizations and Learning. Online-Proceedings, Knowledge Media Research Center (KMRC), Tübingen, Germany. <http://www.iwm-kmrc.de/workshops/visualization/rieber.pdf>[Consulta: 21-3-2007]
Scribner SA, Anderson MA. (2005). Novice drafters' spatial visualization development: Influence of instructional methods and individual learning styles. Journal of Industrial Teacher Education; 42(2):38-60.
Tuvi-Arad I, Gorsky P. (2007). New visualization tools for learning molecular symmetry: a preliminary evaluation. Chemistry Education Research and Practice; 8(1): 61-72.
Tversky B, Morrison JB, Betrancourt M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies; 57:247-262.
Uttal DH, Liu LL, DeLoache JS. (2006). Concreteness and symbolic development. En: Balter, L & Tamis-LeMonda, C. Child Psychology, Cap. 8, 167-185. Disponible en: <https://www.depot.northwestern.edu/projects/wcas/psych/uttallab/WebPublications/uttalliudeloache2006chap150.pdf> [Consulta: 11-3-2007]
Downloads
How to Cite
FELIPE, A. E., GALLARRETA, S. C., & MERINO, G. (2014). Visualization skills of students of veterinary embryology. Revista Ciencias Morfológicas, 9(2). Retrieved from https://revistas.unlp.edu.ar/Morfol/article/view/942
Issue
Section
Trabajos Originales
License
1. Política propuesta para revistas de acceso abierto
Los autores/as que publiquen en esta revista aceptan las siguientes condiciones:
- Los autores/as conservan los derechos de autor y ceden a la revista el derecho de la primera publicación, con el trabajo registrado con la licencia de atribución de Creative Commons, que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista.
- Los autores/as pueden realizar otros acuerdos contractuales independientes y adicionales para la distribución no exclusiva de la versión del artículo publicado en esta revista (p. ej., incluirlo en un repositorio institucional o publicarlo en un libro) siempre que indiquen claramente que el trabajo se publicó por primera vez en esta revista.
- Se permite y recomienda a los autores/as a publicar su trabajo en Internet (por ejemplo en páginas institucionales o personales) despues del proceso de revisión y publicación, ya que puede conducir a intercambios productivos y a una mayor y más rápida difusión del trabajo publicado.
