Visualization-Based Learning for Students: Bridging Theory and Practice in Science Education

This review article investigates visualization-based learning (VBL), an innovative approach that employs visual representations to assist students in grasping intricate scientific concepts and processes. The article discusses the theoretical foundations, applications, and implications of VBL in elementary and secondary science education. Key findings reveal that VBL reduces cognitive load, facilitates constructivism, and reinforces dual-coding theory, thus enhancing students' comprehension and retention of scientific ideas. VBL includes three-dimensional modeling, animations, diagrams, infographics, and other forms of visual representation. These applications lead to improvements in students' comprehension, retention, engagement, and critical thinking skills. Challenges and considerations pertaining to VBL include accessibility, quality control, pedagogical alignment, and teacher training and support. Despite these challenges, VBL holds immense potential for personalized learning, flipped classrooms, gamified learning, and cross-curricular collaboration. Implications and future directions suggest that researchers and practitioners should investigate the effectiveness of VBL across various grade levels and subject domains, examine the relationship between VBL and student achievement, and determine the optimal balance between verbal and visual explanations. Furthermore, VBL's role in supporting English Language Learners warrants investigation. In conclusion, visualization-based learning represents a promising avenue for science education, empowering students to grapple with complex concepts and processes via engaging visual representations. As researchers and practitioners continue to refine and extend VBL, we anticipate even greater strides in student learning and achievement.

Keywords:

visualization-based learning , Students , Science Education