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ERIC Number: EJ1157846
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1051-144X
A Comparative Study of Visual Representations in Conventional, Digitized and Interactive High School Science Textbooks
Chen, Xiaoning
Journal of Visual Literacy, v36 n2 p104-122 2017
With emerging new technologies being applied in teaching and learning, this study compares visual representations in three different high school biology textbook formats and analyses the senses engaged in viewing and understanding the science content represented through these visuals. The findings show that while a similar pattern is observed in using various categories of visuals in the biology textbooks, several new multimedia features have emerged in digitized and interactive textbooks. These new features have an impact on how students engage the senses of vision and touch in science learning. The implications regarding the integration of effective multimedia features in designing visual representations in science textbooks and the need to support students to become confident and critical digital citizens are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A