The Use of Visuals in Undergraduate Neuroscience Education: Recommendations for Educators

Autor/inn/en	Sahiti, Qendresa; Stamp, Jennifer A.
Titel	The Use of Visuals in Undergraduate Neuroscience Education: Recommendations for Educators
Quelle	In: Teaching of Psychology, 49 (2022) 3, S.276-283 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211000326
Schlagwörter	Visual Aids; Psychology; Neurosciences; Teaching Methods; Undergraduate Students; English Language Learners; Freehand Drawing; Educational Technology; Outcomes of Education; Learning Processes; Illustrations; Visual Literacy + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Psychologie; Neuroscience; Neurowissenschaften; Neurowissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Drawing; Zeichnen; Unterrichtsmedien; Lernleistung; Schulerfolg; Learning process; Lernprozess; Bildliche Darstellung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung
Abstract	Introduction: There is a history of overlap between art and science education, particularly in anatomy and other related medical specialties. Technological advances have increased exposure to visual images and creation and sharing of image-based content is commonplace. Statement of the Problem: The use of visual content and activities in education typically declines after early childhood, after which most teaching and learning relies heavily on text-based curricula. Incorporating visual content into education makes optimal use of human cognition; visual and verbal processing channels can operate independently, so using both allows for dual coding and enhanced memory. Literature Review: In this paper, we review the literature on the use of visual techniques in teaching undergraduate neuroscience. Teaching Implications: Image-based content can offer learners an additional cognitive resource and also engage English language learners and those with reading challenges, which might not benefit as much from a solely text-based approach. Conclusion: We recommend educators consider the use of (1) learner-generated drawing, (2) 3-D modeling, and (3) infographics to improve learning outcomes among undergraduate neuroscience students. We provide resources and practical suggestions for implementing the aforementioned techniques. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01