The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions
Keywords:
visualisation, visual recall, active visualisation, appearancebased visualisation, form-based visualisation, appearance-based schemata, memory
Abstract
The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students' ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students' ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.
Downloads
Download data is not yet available.
References
Arnheim, R. (1969). Visual Thinking. Berkeley: University of California Press.
Barry, A. M. (1997). Visual Intelligence, Perception, Image, and Manipulation in Visual Communication. Albany: State University of New York Press.
Biesta, G. (2008). Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46.
Britisch, S. (2009). ESOL Educators and the Experience of Visual Literacy. TESOL Quarterly, 43(4), 710–721.
Burmark, L. (2002). Visual Literacy: Learn to See, See to Learn. Alexandria: Association for Supervision and Curriculum Development.
Butina, M. (1995). Slikarsko mišljenje: od vizualnega k likovnemu [Painting Thinking: from Visual Thinking to Artistic Thinking]. Ljubljana: Cankarjeva založba.
De Bono, E. (1989). De Bono’s Thinking Course. London: BBC Books.
Elkins, J. (2000). How to Use Your Eyes. New York, London: Routledge.
Frelih, Č. (2013). Likovna vzgoja: likovno opismenjevanje ali zgodovinjenje prihodnosti [Art Education: Artistic Literacy or Historicizing the Future]. Vzgoja in izobraževanje, 4(4-5), 48–49.
Frelih, ÄŒ. (2014). K likovnim perspektivam za slepe [Towards the Artistic Perspectives for the Blind]. In K. Majerhold (Ed.), Zbornik za spodbujanje demokratiÄnega emancipiranega dialoga med ponudniki kulturnih dobrin in obiskovalci [Proceedings for Promoting Democratic Emancipated Dialogue between Providers of Cultural Goods and Visitors] (pp. 98–113). Ljubljana: DruÅ¡tvo Å KUC, Galerija Å kuc. Retrieved 12.09.2014 from www.so-delujem.com/uploads/page_files/269_aktivzbornik.pdf.
Furlan, I., & Kobola, A. (1970). Slika u nastavi i uÄenju [Picture in Teaching and Learning]. Zagreb: Zavod za unapredivanje osnovnog obrazovanja SR Hrvatske.
Jiang, X., & Riesenhuber, M. (2015). Adding Words to the Brain’s Visual Dictionary: Novel Word Learning Selectively Sharpens Orthographic Representations in the VWFA. The Journal of
Neuroscience, 35(12), 4965–4972.
LeVan, A. (2009). Seeing is Believing: The Power of Visualisation. Retrieved 17.08.2015 from www.psychologytoday.com/blog/flourish/200912/seeing-is-believing-the-power-visualization.
Mendelson, A. L. (2004). For Whom is a Picture Worth a Thousand Words? Effects of the Visualizing Cognitive Stile and Attention on Processing of News Photos. Journal of visual literacy, 24(1), 85–105.
MuhoviÄ J. (1998). Vizualizacija, znanost in znanje [Visualisation, Science and Knowledge]. Anthropos, 30(1/3), 42–81.
Myatt, L. (2008). Connecting the Dots: The Unexplored Promise of Visual Literacy in American Classrooms. The Phi Delta Kappan, 90(3), 186–189.
Panić, V. (2005). Psihologija i umetnost [Psychology and Art]. Beograd: Zavod za udžbenike i nastavna sredstva.
Plantinga, C. (1995). Visual “Literacyâ€: Image, Mind, and Reality by Paul Messaris. Film Qarterly, 48(4), 60–62.
Prevodnik, M. (2013). Za (s)likovno-vizualno, umetniško in za (o)pismen(je)nost za ustvarjalnost nam gre! [We are striving for pictorial-visual, artistic and creative literacy!]. Vzgoja in izobraževanje, 44(4-5), 17–25.
Rutar, D. (2013). Psihologija in jezik novih medijev [Psychology and the Language of New Media]. Vzgoja in izobraževanje, 44(4-5), 56–58.
Rutar Ilc, Z. (2013). Umetniška pismenost – za izbrance ali za vsakogar? [Artistic Literacy – only for the chosen ones or for anyone?]. Vzgoja in izobraževanje, 44(4-5), 4–5.
Selan, J. (2012). Biti vmes - umetnost kot praxis [Beiing In-between – Art as Praxis]. Phainomena, 21(80/81), 51–65.
Sort, K. G., Harste, J. C., & Burke, C. (1996). Creating Classrooms for Authors and Inquiries. Portsmouth: Heinemann.
Å majdek, A. (2013). Vizualizacija literature z likovnimi metodami [Visualisation of Literature by Artistic Methods]. In M. Orel (Ed.), Sodobni pristopi pouÄevanja prihajajoÄih generacij [Modern
approaches to teaching coming generation], International Conference EDUvision 2013, Ljubljana, 28th & 29th November 2013 (pp. 346–360). Polhov Gradec: Eduvision.
TomÅ¡iÄ ÄŒerkez, B., Karim, S., Prevodnik, M., Selan, J., Å majdek, A., & Železnik, A. (2011). Likovna umetnost [Fine Arts]. In N. Bucik, N. Požar MatijaÅ¡iÄ, & V. Pirc (Eds.), Kulturno-umetnostna vzgoja, PriroÄnik s primeri dobre prakse iz vrtcev, osnovnih in srednjih Å¡ol – dopolnjena spletna razliÄica [Cultural and Art Education, A Manual with Examples of Good Practice from Kindergartens, Primary and Secondary Schools – an Updated Online Version] (pp. 217–213). Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Zavod RS za Å¡olstvo.
TomÅ¡iÄ ÄŒerkez, B. (2013). Raziskovanje sveta likovnovizualne podobe [Exploring the World of Visual Art Image]. Vzgoja in izobraževanje, 44(4-5), 30–33.
Trumbo, J. (1999). Visual Literacy and Science Communication. Science Communication, 20(4), 409–425.
Tulving, E. (1972). Episodic and Semantic Memory. In E. Tulving & W. Donaldson (Eds.), Organization of Memory, (pp. 381–403). New York: Academic Press.
Twissel, A. (2014). Visualisation in Applied Learning Contexts: A Review. Educational Tecxnology & Society, 17(3), 180–191.
Udir, V. (2013). Vloga slike v naravoslovju in pri fiziki [The Role of Images in Natural Sciences and Physics]. Vzgoja in izobraževanje, 44(4-5), 76-78.
Valery, P. (1995). Degas, ples, crtež [Degas, Dancing, Drawing]. Zagreb: Mladost.
Vogrinc, J., & Devetak, I. (2007). Ugotavljanje uÄinkovitosti uporabe vizualizacijskih elementov pri pouku naravoslovja s pomoÄjo pedagoÅ¡kega raziskovanja [Determining the Effectiveness of
the Use of Visualisation Elements in Natural Sciences Education with the Help of Educational Research Methods]. In I. Devetak (Ed.), Elementi vizualizacije pri pouku naravoslovja [Elements of Visualisation in Natural Sciences Education] (pp. 197–213). Ljubljana: Pedagoška fakulteta Ljubljana.
Williams, T. L. (2007). “Reading†the Painting: Exploring Visual Literacy in the Primary Grades. The Reading Teacher, 60(7), 636–642.
Barry, A. M. (1997). Visual Intelligence, Perception, Image, and Manipulation in Visual Communication. Albany: State University of New York Press.
Biesta, G. (2008). Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46.
Britisch, S. (2009). ESOL Educators and the Experience of Visual Literacy. TESOL Quarterly, 43(4), 710–721.
Burmark, L. (2002). Visual Literacy: Learn to See, See to Learn. Alexandria: Association for Supervision and Curriculum Development.
Butina, M. (1995). Slikarsko mišljenje: od vizualnega k likovnemu [Painting Thinking: from Visual Thinking to Artistic Thinking]. Ljubljana: Cankarjeva založba.
De Bono, E. (1989). De Bono’s Thinking Course. London: BBC Books.
Elkins, J. (2000). How to Use Your Eyes. New York, London: Routledge.
Frelih, Č. (2013). Likovna vzgoja: likovno opismenjevanje ali zgodovinjenje prihodnosti [Art Education: Artistic Literacy or Historicizing the Future]. Vzgoja in izobraževanje, 4(4-5), 48–49.
Frelih, ÄŒ. (2014). K likovnim perspektivam za slepe [Towards the Artistic Perspectives for the Blind]. In K. Majerhold (Ed.), Zbornik za spodbujanje demokratiÄnega emancipiranega dialoga med ponudniki kulturnih dobrin in obiskovalci [Proceedings for Promoting Democratic Emancipated Dialogue between Providers of Cultural Goods and Visitors] (pp. 98–113). Ljubljana: DruÅ¡tvo Å KUC, Galerija Å kuc. Retrieved 12.09.2014 from www.so-delujem.com/uploads/page_files/269_aktivzbornik.pdf.
Furlan, I., & Kobola, A. (1970). Slika u nastavi i uÄenju [Picture in Teaching and Learning]. Zagreb: Zavod za unapredivanje osnovnog obrazovanja SR Hrvatske.
Jiang, X., & Riesenhuber, M. (2015). Adding Words to the Brain’s Visual Dictionary: Novel Word Learning Selectively Sharpens Orthographic Representations in the VWFA. The Journal of
Neuroscience, 35(12), 4965–4972.
LeVan, A. (2009). Seeing is Believing: The Power of Visualisation. Retrieved 17.08.2015 from www.psychologytoday.com/blog/flourish/200912/seeing-is-believing-the-power-visualization.
Mendelson, A. L. (2004). For Whom is a Picture Worth a Thousand Words? Effects of the Visualizing Cognitive Stile and Attention on Processing of News Photos. Journal of visual literacy, 24(1), 85–105.
MuhoviÄ J. (1998). Vizualizacija, znanost in znanje [Visualisation, Science and Knowledge]. Anthropos, 30(1/3), 42–81.
Myatt, L. (2008). Connecting the Dots: The Unexplored Promise of Visual Literacy in American Classrooms. The Phi Delta Kappan, 90(3), 186–189.
Panić, V. (2005). Psihologija i umetnost [Psychology and Art]. Beograd: Zavod za udžbenike i nastavna sredstva.
Plantinga, C. (1995). Visual “Literacyâ€: Image, Mind, and Reality by Paul Messaris. Film Qarterly, 48(4), 60–62.
Prevodnik, M. (2013). Za (s)likovno-vizualno, umetniško in za (o)pismen(je)nost za ustvarjalnost nam gre! [We are striving for pictorial-visual, artistic and creative literacy!]. Vzgoja in izobraževanje, 44(4-5), 17–25.
Rutar, D. (2013). Psihologija in jezik novih medijev [Psychology and the Language of New Media]. Vzgoja in izobraževanje, 44(4-5), 56–58.
Rutar Ilc, Z. (2013). Umetniška pismenost – za izbrance ali za vsakogar? [Artistic Literacy – only for the chosen ones or for anyone?]. Vzgoja in izobraževanje, 44(4-5), 4–5.
Selan, J. (2012). Biti vmes - umetnost kot praxis [Beiing In-between – Art as Praxis]. Phainomena, 21(80/81), 51–65.
Sort, K. G., Harste, J. C., & Burke, C. (1996). Creating Classrooms for Authors and Inquiries. Portsmouth: Heinemann.
Å majdek, A. (2013). Vizualizacija literature z likovnimi metodami [Visualisation of Literature by Artistic Methods]. In M. Orel (Ed.), Sodobni pristopi pouÄevanja prihajajoÄih generacij [Modern
approaches to teaching coming generation], International Conference EDUvision 2013, Ljubljana, 28th & 29th November 2013 (pp. 346–360). Polhov Gradec: Eduvision.
TomÅ¡iÄ ÄŒerkez, B., Karim, S., Prevodnik, M., Selan, J., Å majdek, A., & Železnik, A. (2011). Likovna umetnost [Fine Arts]. In N. Bucik, N. Požar MatijaÅ¡iÄ, & V. Pirc (Eds.), Kulturno-umetnostna vzgoja, PriroÄnik s primeri dobre prakse iz vrtcev, osnovnih in srednjih Å¡ol – dopolnjena spletna razliÄica [Cultural and Art Education, A Manual with Examples of Good Practice from Kindergartens, Primary and Secondary Schools – an Updated Online Version] (pp. 217–213). Ljubljana: Ministrstvo za Å¡olstvo in Å¡port, Zavod RS za Å¡olstvo.
TomÅ¡iÄ ÄŒerkez, B. (2013). Raziskovanje sveta likovnovizualne podobe [Exploring the World of Visual Art Image]. Vzgoja in izobraževanje, 44(4-5), 30–33.
Trumbo, J. (1999). Visual Literacy and Science Communication. Science Communication, 20(4), 409–425.
Tulving, E. (1972). Episodic and Semantic Memory. In E. Tulving & W. Donaldson (Eds.), Organization of Memory, (pp. 381–403). New York: Academic Press.
Twissel, A. (2014). Visualisation in Applied Learning Contexts: A Review. Educational Tecxnology & Society, 17(3), 180–191.
Udir, V. (2013). Vloga slike v naravoslovju in pri fiziki [The Role of Images in Natural Sciences and Physics]. Vzgoja in izobraževanje, 44(4-5), 76-78.
Valery, P. (1995). Degas, ples, crtež [Degas, Dancing, Drawing]. Zagreb: Mladost.
Vogrinc, J., & Devetak, I. (2007). Ugotavljanje uÄinkovitosti uporabe vizualizacijskih elementov pri pouku naravoslovja s pomoÄjo pedagoÅ¡kega raziskovanja [Determining the Effectiveness of
the Use of Visualisation Elements in Natural Sciences Education with the Help of Educational Research Methods]. In I. Devetak (Ed.), Elementi vizualizacije pri pouku naravoslovja [Elements of Visualisation in Natural Sciences Education] (pp. 197–213). Ljubljana: Pedagoška fakulteta Ljubljana.
Williams, T. L. (2007). “Reading†the Painting: Exploring Visual Literacy in the Primary Grades. The Reading Teacher, 60(7), 636–642.
Published
2016-12-31
How to Cite
Šmajdek, A., & Selan, J. (2016). The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions. Center for Educational Policy Studies Journal, 6(4), 163–186. https://doi.org/10.26529/cepsj.58
Section
VARIA
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
