The Development of an Instrument to Assess Visuo-Semiotic Reasoning in Biology

Yıl 2019, Cilt: 19 Sayı: 82, 121 - 136, 31.07.2019

Lindelani Mngunı

Öz

Purpose: The
significance of visuo-semiotic
models in biology education has increased.
Students have to develop visuo-semiotic skills, which could enable them to
learn biology effectively. However, a lack of a universal theory of visual
literacy has made it challenging to develop and assess visualization skills,
including visuo-semiotic skills. The aim of the present research, therefore,
was to develop an instrument for assessing visuo-semiotic reasoning in biology
(VSR-b) in the context of amino acid structures. The research question guiding the research was “how could an instrument for
assessing visuo-semiotic reasoning in biology be developed?”

Methods: Guided by a theoretical framework, the VSR-b
Test was developed using a mixed-methods approach, by first identifying VSR-b
Skills through a panel of nine experts after which items were designed and
validated through the same panel of experts and pilot participants (n=18). The
VSR-b Test was then tested on a group of molecular biology students (n=30).

Findings: Results showed satisfactory reliability and
inter-item correlation. However, further research is required to corroborate
findings of the present research in other contexts, with particular emphasis on
assessment and development of visuo-semiotic reasoning among students.

Implications for research & practice: The current research has shown
that VSR-b can be understood and assessed within the context of the theoretical
cognitive process of visualization. It provides teachers and researchers a
starting point in understanding how learning occurs through visuo-semiotic models. Instructional and curriculum designers, therefore, can use
findings of this research as a guide to support student development in biology.

Anahtar Kelimeler

Molecular biology, Visual literacy

Kaynakça

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