Difference between revisions of "Visual-verbal integration"
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Revision as of 12:31, 25 March 2008
- 1 Brief statement of principle
- 2 Description of principle
- 3 Experimental support
- 4 Theoretical rationale
- 5 Conditions of application
- 6 Caveats, limitations, open issues, or dissenting views
- 7 Variations (descendants)
- 8 Generalizations (ascendants)
- 9 References
Brief statement of principle
Visual-verbal integration: The process by which learners link or combine visual and verbal information to form a coherent knowledge representation. By integrating this verbal and visual information, students form a deeper understanding of the geometry principle that is retained over time.
Description of principle
Visual-verbal integration is assessed by tasks in which both visual and verbal information must be considered together, in meaningful ways.
In geometry, students need to connect the conceptual definition of a geometry principle (e.g., a verbal description of "Vertical Angles") with the relevant visual diagram features and configurations (e.g., the visual instantiation of "Vertical Angles" formed by two crossing lines where the angles share a common vertex but no common sides). Visual-verbal integration can be tested by having students analyze the appropriateness of geometry rules to a particular diagram.
Laboratory experiment support
Prior research has shown that students benefit from activities that coordinate both visual and verbal sources; these activities include verbal comparison of self-generated and ideal diagrams (Van Meter, 2001; Van Meter, Aleksic, Schwartz, & Garner, 2006) as well as dragging and dropping verbal information into a diagram to create an integrated representation (Bodemer, Ploetzner, Feuerlein, & Spada, 2004).
In vivo experiment support
(These entries should link to one or more learning processes.)
Conditions of application
Caveats, limitations, open issues, or dissenting views
Bodemer, D., Ploetzner, R., Feuerlein, I., & Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction, 14, 325-341.
Van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Educational Psychology, 93(1), 129-140.
Van Meter, P., Aleksic, M., Schwartz, A., & Garner, J. (2006). Learner-generated drawing as a strategy for learning from content area text. Contemporary Educational Psychology, 31, 142-166.