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The Importance of Visuals in Biology Education: Insights from a Qualitative Study

This study by Dr. John Oversby and Dr. Ünsal Umdou Topsakal highlights the significance of visuals—such as photographs, paintings, diagrams, and illustrations—in biology education. Visuals are shown to be effective, plentiful, and cost-efficient teaching tools. The research involved 116 student teachers and 10 master's students from Turkey, exploring their diagram-drawing skills on flowers and plant cells. Results indicate a disparity in understanding and knowledge between elementary-level students and master's students, as well as the influence of previous education on their drawing capabilities.

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The Importance of Visuals in Biology Education: Insights from a Qualitative Study

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  1. Visualisation in BiologyEducation Dr. John OVERSBY, Dr. Ünsal UMDU TOPSAKAL

  2. Visuals of variouskinds - photographs, paintings, diagrams, illustrations - areimportantto a goodeducation program.   Generallyvisualsconstitutethemosteffective, mostplentiful, andleastexpensiveteachingmedium.

  3. Althoughvisualshaveenormouspotential as teachingtools, theyhaveto be carefullyselectedandprofessionallyutilized.  Whenusedappropriatelychildrenwilllearntoseeandtothink.  Isn'tthatwhateducation is about? (Ryan, 1993)

  4. Can theteachersdrawdiagrams of a flowerand a plantcell?

  5. Itwas a qualitative study. • Thesamplewas 116 studentteachers , 10 mastersstudentsfromTurkey. • Ageabout 20.

  6. Studentsdrewdiagrams of a flower and a plant cell and thenlabelledthem.

  7. 3 2 1 5 6 4

  8. Weaskedthemwhy they drew these diagrams and what other kinds that they knew. Then we asked them to draw a diagram of a daisybecause it is a complexflower.

  9. A smaIl sampleinterviewed. Semi-structured interviews were carried out.

  10. Half of theelementaryscienceandtechnologyteacherstudentsandalltheelementaryteacherstudentssaidthatalltheflowershavesamescientificdiagrams. All of themastersstudentsdisagreedwiththem.

  11. Most of theelementaryscienceandtechnologyteacherstudentsandalltheelementaryteacherstudentssaidthattheplantcellsweresame. All of themastersstudentsdisagreedwiththem.

  12. Theyweretaught in theschoolfromelementaryclassesuntilnow.Wefoundthesetobe themainsourcefromwhytheydrewthesediagrams. Bookswerealsomentioned, but to a lesserextent.

  13. Drawing a daisywastoo hard forthem.

  14. Mastersstudentsknowmost, thensciencespecialisedstudentsteachersnext.

  15. Wefound it justtheyarecopying internet diagramsorbookdiagrams. Insecond step of ourprojectwewilltrytofindwhichone is important:Howtodiagramorhowtodraw ?

  16. Parts of a flower Functionsof theparts

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