Cogn Res Princ Implic. 2016;1(1):27. doi: 10.1186/s41235-016-0031-6. Epub 2016 Dec 07.
Cognitive research: principles and implications
Eliza Bobek, Barbara Tversky
PMID: 28180178 PMCID: PMC5256450 DOI: 10.1186/s41235-016-0031-6
Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.
Keywords: Complex system; Diagrammatic reasoning; Dynamic system; Learning; Process; STEM; Spatial ability; Structure; Visual communication
