Visual Literacy As An Adjunct to Hands-on

Chapter 9 presents a strong case for utilizing visual learning strategies within science classrooms and summarizes 5 steps for supporting visual literacy. Although the justification for the ... See More

Chapter 9 presents a strong case for utilizing visual learning strategies within science classrooms and summarizes 5 steps for supporting visual literacy. Although the justification for the multiple authors’ support of visual literacy stems from an interpretation of cognitive research; it omits what to me is most vital in visual literacy – those visual clues and experiences which students interpret by actually doing hands-on investigations. Real-time graphing (such as the kinesthetics of a student’s motion) and student gathering of and analyzing data by manipulating physical objects and thinking about their motions and why these occur underpin cognition and understanding in science and certainly lay the foundation for the interpretation of any other means of visual clues. Students should ‘do’ in lieu of making physical models; mental pictures ought to stem from personal experience with science materials. So I applaud the presentation but seek more action in real-time doing for students.