ERIC Number: ED491723
Record Type: Non-Journal
Publication Date: 2004-Apr-1
Reference Count: 13
Visual Cognition in Undergraduate Biology Labs; Can it be Connected to Conceptual Change?
Online Submission, Paper presented at the National Association for Research in Science Teaching (NARST), Vancouver, BC, Canada, 2004
This paper describes a theoretical framework for the investigation of some specific types of visual learning difficulties commonly experienced by biology undergraduates. The framework was developed based on the findings of three simple qualitative pilot studies. A variety of neurological, cognitive and cultural mechanisms can influence what humans visually perceive, however, when an observer's perception of what they see changes, some interesting mental processes must occur. The author suggests that these mental processes are in some respects similar to Posner et al's (1982) theory of conceptual change. The author further suggests that special inherent properties of biological material (such as its structural complexity and hierarchical organization) are confounding factors that make visual interpretation especially problematic within this discipline. The author will offer some speculative suggestions for new research that might eventually connect this model with studies of conceptual change and visual cognition in a variety of other fields.
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: N/A