FORMING STUDENTS, GRAPHICAL LITERACY IN TEACHING “THE MAN AND THE NATURE”

2019 ◽  
Vol 10 (2) ◽  
pp. 218-221
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Graphical Literacy

scholarly journals Nursesʼ Numeracy and Graphical Literacy

2016 ◽  
Vol 31 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Karen Dunn Lopez ◽  
Diana J. Wilkie ◽  
Yingwei Yao ◽  
Vanessa Sousa ◽  
Alessandro Febretti ◽  
...  
Keyword(s):  
Graphical Literacy

scholarly journals Determining the Graphical Literacy Levels of the 8th Grade Students

2020 ◽  
Vol 20 (86) ◽  
pp. 1-24
Author(s):  
Zeynep Medine OZMEN ◽  
Bulent GUVEN ◽  
Yasin KURAK
Keyword(s):  
Graphical Literacy ◽  
8Th Grade

The Science of Visual Data Communication: What Works

2021 ◽  
Vol 22 (3) ◽  
pp. 110-161 ◽  
Author(s):  
Steven L. Franconeri ◽  
Lace M. Padilla ◽  
Priti Shah ◽  
Jeffrey M. Zacks ◽  
Jessica Hullman
Keyword(s):  
Public Policy ◽  
Working Memory ◽  
Science Education ◽  
Critical Role ◽  
Data Communication ◽  
What Works ◽  
Graphical Literacy ◽  
Visual Systems ◽  
Global Statistics ◽  
Data Visualizations

Effectively designed data visualizations allow viewers to use their powerful visual systems to understand patterns in data across science, education, health, and public policy. But ineffectively designed visualizations can cause confusion, misunderstanding, or even distrust—especially among viewers with low graphical literacy. We review research-backed guidelines for creating effective and intuitive visualizations oriented toward communicating data to students, coworkers, and the general public. We describe how the visual system can quickly extract broad statistics from a display, whereas poorly designed displays can lead to misperceptions and illusions. Extracting global statistics is fast, but comparing between subsets of values is slow. Effective graphics avoid taxing working memory, guide attention, and respect familiar conventions. Data visualizations can play a critical role in teaching and communication, provided that designers tailor those visualizations to their audience.

An evaluation of the graphical literacy of Annals of Emergency Medicine

2001 ◽  
Vol 37 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Richelle J. Cooper ◽  
David L. Schriger ◽  
David A. Tashman
Keyword(s):  
Emergency Medicine ◽  
Graphical Literacy

Graphical literacy: The quality of graphs in a large-circulation journal

2002 ◽  
Vol 40 (3) ◽  
pp. 317-322 ◽  
Author(s):  
Richelle J. Cooper ◽  
David L. Schriger ◽  
Reb J.H. Close
Keyword(s):  
Graphical Literacy

scholarly journals Early Development of Graphical Literacy through Knowledge Building

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Yongcheng Gan ◽  
Marlene Scardamalia ◽  
Huang-Yao Hong ◽  
Jianwei Zhang
Keyword(s):  
Scientific Literacy ◽  
Knowledge Building ◽  
Source Information ◽  
Aesthetic Quality ◽  
Graphical Literacy ◽  
Grade 3 ◽  
And Performance ◽  
One Year ◽  
End Of Grade ◽  
Effective Representation

This study examined growth in graphical literacy for students contributing to an online, multimedia, communal environment as they advanced their understanding of biology, history and optics. Their science and history studies started early in Grade 3 and continued to the end of Grade 4; students did not receive instruction in graphics production, nor were they required to produce graphics. Results show that students spontaneously produced graphics that advanced along seven dimensions, including effective representation of complex ideas, use of source information and captions, and aesthetic quality. On average, the scores for the seven dimensions were higher for Grade 4 students with two years of experience with Knowledge Building pedagogy and technology (Knowledge Forum®) than for Grade 6 students with one year of experience. The overall pattern of results suggests reciprocal enhancement of graphical, textual, digital, and scientific literacy, with students exceeding expectations by available norms, and performance enhanced through extended Knowledge Building experience.

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