Visual learning: Difference between revisions
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: When students develop and use a graphic organizer their higher order thinking and critical thinking skills are enhanced.<ref name = review /> |
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Visualizing data - When working with data, students build data literacy as they collect and explore information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and analyze data. As students explore the way data moves through various plot types, such as Venn, stack, pie and axis, they formulate questions and discover meaning from the visual representation. |
Visualizing data - When working with data, students build [[data literacy]] as they collect and explore information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and analyze data. As students explore the way data moves through various plot types, such as Venn, stack, pie and axis, they formulate questions and discover meaning from the visual representation. |
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==Lack of evidence== |
==Lack of evidence== |
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Revision as of 13:38, 28 June 2013
Visual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques. It is one of the three basic types of learning styles in the widely used [1] Fleming VAK/VARK model that also includes kinesthetic learning and auditory learning.
Visual learning techniques
Graphic organizers are visual representations of knowledge, concepts, thoughts, or ideas. To show the relationships between the parts, the symbols are linked with each other; words can be used to further clarify meaning. By representing information spatially and with images, students are able to focus on meaning, reorganize and group similar ideas easily, make better use of their visual memory.
A review study concluded that using graphic organizers improves student performance in the following areas:[2]
- Retention
- Students remember information better and can better recall it when it is represented and learned both visually and verbally.[2]
- Reading comprehension
- The use of graphic organizers helps improving the reading comprehension of students.[2]
- Student achievement
- Students with and without learning disabilities improve achievement across content areas and grade levels.[2]
- Thinking and learning skills; critical thinking
- When students develop and use a graphic organizer their higher order thinking and critical thinking skills are enhanced.[2]
Visualizing data - When working with data, students build data literacy as they collect and explore information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and analyze data. As students explore the way data moves through various plot types, such as Venn, stack, pie and axis, they formulate questions and discover meaning from the visual representation.
Lack of evidence
Although learning styles have "enormous popularity", and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widely touted "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.[3] Well-designed studies "flatly contradict the popular meshing hypothesis".[3] Rather than targeting instruction to the "right" learning style, students appear to benefit most from mixed modality presentations, for instance using both auditory and visual techniques for all students.[4]
See also
References
- ^ Leite, Walter L.; Svinicki, Marilla; and Shi, Yuying: Attempted Validation of the Scores of the VARK: Learning Styles Inventory With Multitrait–Multimethod Confirmatory Factor Analysis Models, pg. 2. SAGE Publications, 2009.
- ^ a b c d e Graphic Organizers: A Review of Scientifically Based Research, The Institute for the Advancement of Research in Education at AEL [1]
- ^ a b Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork (2009). "Learning Styles: Concepts and Evidence". Psychological Science in the Public Interest. 9 (3): 105–119. doi:10.1111/j.1539-6053.2009.01038.x. ISSN 1539-6053.
{{cite journal}}: CS1 maint: multiple names: authors list (link) - ^ Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre.