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Optimizing Students' Information Processing in Science Learning: A Knowledge Visualization Approach
Abstract
This chapter discusses a theoretical framework for designing effective visual learning in science education. The framework is based on several theories related to cognitive visual information processes and empirical evidence from authors' previous research in visual-based science learning. Emphasis has been made on the structural part of the framework that allows dynamic linking to critical factors in visual learning. The framework provides a new perspective by identifying the variables in visual learning and the instructional strategies aiming at the improvement of visual performance. The discussion of the theoretical and practical significance of the framework is made, followed by suggestions for future research.
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