Abstract
The investigation focuses on improving the intensity of illustration processing. Cognitive models of learning with text and illustrations (Mayer, 1993) as well as the model of understanding illustrations developed by Weidenmann (1988) provide the theoretical framework for this research. A constructivist learning environment where learners become designers of the instructional material, where they have to design a steps-and-parts illustration, combined with a text from a rich offer of external representations, fosters the intensive processing of learning material. This is supposed to lead to an improvement in retention and problem solving performance.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Hatfield, G. & Epstein, W. (1985). The status of minimum principle in the theoretical analysis of visual perception, Psychological Bulletin 97, 155–186.
Körner, H.D. (1994). Vorstellen und Verstehen. [Imagination and Understanding]. Frankfurt/Main, Germany: Lang.
Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth more than ten thousand words? Journal of Educational Psychology 82, 715–726.
Mayer, R.E. (1993). Illustrations that instruct. In R. Glaser, Ed., Advances in Instructional Psychology, 4 (pp. 253–284). Hillsdale, N J.: Lawrence Erlbaum Associates.
Schnotz W. (1996). Psychologische Ansätze des Wissenserwerbs und der Wissensveränderung. [Psychological approaches of knowledge acquisition and development]. In R. Duit & C. von Rhöneck, Eds, Lernen in den Naturwissenschaften (pp. 15–36). Kiel, Germany: Institut für die Pädagogik der Naturwissenschaften.
Schnotz, W., Picard, E. & Hron, A. (1993). How do successful and unsuccessful learners use texts and graphics? (pp. 1–22) Forschungsbericht Nr. 60, Deutsches Institut für Fernstudien an der Universität Tübingen, Arbeitsbereich Lernforschung,.
Sumfleth, E. (1988). Lehr-und Lernprozesse im Chemieunterricht. [Teaching and learning processes in chemistry instruction]. Bern-Frankfurt-New York: Lang.
Sumfleth, E. & Körner, H. D. (1993). Wodurch wird ein Atom zu einem konkreten Begriff? [How does an atom become a concrete concept?] In H. Kramers-Pals & G. Niehaus, Eds., Chemiedidaktische Forschung-Lopend Onderzoek in de Chemiedidaktiek (pp. 89–92). Essen, Germany: Westarp-Wissenschaften.
Weidenmann, B. (1988). Psychische Prozesse beim Verstehen von Bildern. [Psychological processes and understanding of illustrations]. Bern, Switzerland: Huber.
Weidenmann, B. (1994). Informierende Bilder. [Illustrations that inform]. In B. Weidenmann, B., Ed., Wissenserwerb mit Bildern (pp. 9–58). Bern, Switzerland: Huber.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Kluwer Academic Publishers
About this chapter
Cite this chapter
Sumfleth, E., Telgenbüscher, L. (2001). Improving the Use of Instructional Illustrations in Learning Chemistry. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_40
Download citation
DOI: https://doi.org/10.1007/0-306-47639-8_40
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6755-0
Online ISBN: 978-0-306-47639-6
eBook Packages: Springer Book Archive