In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments.
Today’s consumers also termed as the “Eye Generation” consume lots of visual data through the net, mobile phones, advertisement, mobile applications and many others. This is because the visuals are considered as a more accessible means of obtaining and communicating messages.
Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections.
The visual dominates our visual culture and has become an essential tool for universal communication. The information landscape is embedded in contemporary culture through the internet and social media; wi-fi and remote access to library resources enable immediate access to information. The visual has become an essential resource and source to share. Image cross boundaries and non-verbally illustrate information – a global language that unifies all cultures. Therefore, when communicating human rights issues, images narrate the past and present. How do our brains process these visual resources, and what influence does this neurological process have on interpreting visual images of culture or human rights?
An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates’ curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students’ higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these learning outcomes, the activity had three key components: preparatory readings, firsthand visual analysis of art during a visit to an art museum, and communication of the analysis.
All branches of anatomy (gross anatomy, histology, neuroanatomy, and embryology) involve significant amounts of visual identification. Understanding the spatial relationship and visual representations of anatomical structures forms the basis for much of anatomy education, particularly in laboratory courses. Students in these courses frequently struggle with the visual aspects of identification, and many lack the metacognitive awareness to identify this problem. The research presented here details a series of experiments designed to elucidate the factors involved in students’ difficulties with studying the visual aspects of anatomy.
“This dissertation presents work towards the development of a multiple finger, worn, dynamic display device, which utilizes a method of texture encoded information to haptically render graphical images for individuals who are blind or visually impaired.”