Visual tools for teaching science in colleges


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Visual literacy is the ability to understand and use images including the ability to think, learn and express oneself in terms of images”.
Visual displays are effective for enhancing the learning of text information.

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Visual tools for teaching science in colleges

  1. 1. Presented by Dr. B. Victor., Ph. DEmail : Blog:
  2. 2. Visual cognition and perceptionVisual literacyVisual thinkingVisual intelligenceVisual toolsGraphsGraphic organizersChartsPotential impact of visual tools
  3. 3. VISUAL LITERACY IS…. “…the ability to understand and use images including the ability to think, learn and express oneself in terms of images”.
  4. 4. VISUAL LITERACY IS … Non-verbal communication. The use of pictures, graphic images and verbal symbols to convey meaning.
  5. 5.  90% of all information that comes into our brain is VISUAL 40% of all nerve fibers connected to the brain are linked to the RETINA 36,000 visual images per hour may be registered by the EYES From Brain Based Learning - Eric Jensen, 1996
  6. 6. PROOF THAT VISION IS LEARNEDNew born babies learn to distinguishpeople by smell in a few days.Babies learn to discriminate by voice in afew weeks.It takes months for a baby to recognizepeople by sight.Visual literacy is a teachableskill
  7. 7. Visual displays can serve as a more effectivealternative to traditional text presentation.Visual displays are effective for enhancingthe learning of text information.Visual displays can serve to facilitateretention of information.Visual displays facilitate encoding andretrieval of information
  8. 8. VERBAL LITERACY VS VISUAL LITERACYVerbal literacy depends on learninggrammar, rhetoric and vocabulary.Visual literacy is the ability tounderstand colour, tone, line,texture, proportions, boldness,symmetry, repetition, accent andmedia.
  9. 9. VISUAL INTELLIGENCEVisual intelligence is the ability toappreciate colour , harmony, balance,symmetry, repetition, direction and soforth.People learn visually by observing,perceiving, watching, connecting,drawing, showing, communicating andstructuring their thoughts.The more you’ll learn from what you see andthe more you’ll enjoy life.
  10. 10. KNOWLEDGE VISUALIZATION Sketches Diagrams Images Interactive visualization Information visualization applications Imaginary visualization stories
  11. 11. bulletin boardsbannersposterstelevisionslidesfilmstripsflashcardstransparenciesdramagraffiticomicsobjectscommunity events
  12. 12.  A visual learner takes in information by seeing it. A visual learner needs to see, observe , record and write. Text diagrams, photographs, charts, graphs and maps are tools that aid visual style of learning.
  13. 13. Recognize patterns,Find interrelationships,Locate interdependencesamong and between newconcepts.
  14. 14. Teaching Problem – learning SolvingInvestigative Decision learning Making Graphic organizers Planning Critical projectslearning Evaluating Writing Projects Reports
  15. 15.  Nodes represent concepts. Lines represent relations between concepts. Labels on the lines describe the nature of the relationship. Arrow heads indicate direction of the relationship.
  16. 16. Mind mapping was originated by TonyBuzan in 1971. Mind mapping involves writing down acentral idea and thinking up new andrelated ideas which radiate out from thecentre. Then looking for branches out andconnections between the ideas.
  17. 17.  The ‘Head’ of the fish represents a problem, issue or project. The ‘Ribs’ of the fish represent component parts of the problem and related elements of each part. It helps to identify, explore and display the possible causes of a problem.
  18. 18. This map is used to brainstorm ideas.This map is organized by placing the themein the center of the map.Outwardly radiating sub-themes surround thecenter of the map.
  19. 19. The bubble map is designed for the process of describing attributes.Eg. Character traits, cultural traits, properties, salient features.
  20. 20. This map is used for comparing and contrasting two thinks. Eg. Two characters in story, two historical figures, two social systems.
  21. 21. This map is used for seeking context and brainstorming .It has two concentric circles.In the middle of the circle you put the key ideas and the out side circle you put everything you know about those ideas.
  22. 22.  It generates ideas, images and feelings around a stimulus word. It enables to group items into categories and to see patterns in one’s idea. 
  23. 23. Cycle attempts to show howa series of events interactsto produce a set of resultsagain and again.
  24. 24. This map is used for identifying whole – part and part- sub part relationships.This map supports learners’ spatial reasoning.
  25. 25. Unique traits Unique traits Shared traits A Venn diagram is made of two overlapping circles. It places individual characteristics in either the left or right sections, and common characteristics within the overlapping sections. It is a graphic organizer used to help students to analyze similarities and differences between two things (people, place, events, ideas)
  26. 26. It is used to represent thedetails of any four eventsrelated to a topic.
  27. 27. It is used to represent anythree details / subordinatecategories of a topic.
  28. 28. subject Marks It is used to describethe details of any twotopics.
  29. 29. Flow chart represents the sequence of stepsin producing a product or describes aprocess.
  30. 30. It displays the key term at the top andleads down to relate sub-branches of aconcept or an organization or function ofa body.
  31. 31. Beginning It is used to describe the stages of life cycle, the steps in a linear procedure and the sequence of events.
  32. 32.  Used for comparing and contrasting by placing individual characteristics in either the left or right sections. 49
  33. 33.  Used to show similarities and differences between two things (people, places, events, ideas, etc.). 50
  34. 34. K – What we KNOW about the subject.W - What we WANT to learn.L - What we LEARNEDH – HOW can we learn more. 51
  35. 35. 52
  36. 36.  Use to show positive, negative, and interesting attributes of a subject, concept, topic, solution, etc., in order to determine the nature of the outcome and whether it will be worth continuing or not.
  37. 37.  Dart, B & Boulton-Lewis, G (eds) (1998) Teaching and Learning in Higher Education. Melbourne, Australian Council for Educational Research. Gibbs G & Habeshaw T (1995) 253 Ideas for your Teaching. Bristol, Technical and Education Services. Laurillard, D (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London, Routledge. Weimer, M. (1990). Improving college teaching: Strategies for developing instructional effectiveness. San Francisco: Jossey- Bass. Sandholtz, J. H., C. Ringstaff, and D.W. Dwyer (1997). Teaching with Technology: Creating Student-centered Classrooms. New York, Teachers College Press.
  38. 38.  Dr.B.Victor is a highly experienced professor, recently retired from the reputed educational institution- St. Xavier’ s College, Palayamkottai, India-627001. He was the dean of sciences, IQAC coordinator and assistant controller of examinations. He has more than 32 years of teaching and research experience He has taught a diversity of courses and guided 12 Ph.D scholars. send your comments to :