Summary of TPACK-related journal 14

Title                            : Figure Analysis: A Teaching Technique to Promote Visual Literacy and Active Learning

Author                        : Amy M. Wilesy

Year                            : 2016

Publisher                    : Mercer University, Biochemistry and Molecular Biology Education

Source                        : www.eric.com

To improve learning, it needs an active learning techniques in the traditional lecturers. Because  there are many techniques, students are supposed to apply concepts and understanding that they had already obtained. The challange is how to incorporate active learning into the classroom of courses with the difficult content, such as molecular-based biology courses. To address both of these challenges, a technique called figure analysis was developed and implemented in three different levels of undergraduate biology courses. Here, students learn content while gaining practice in interpreting visual information by discussing figures with their peers. Student groups also make connections between new and previously learned concepts on their own while in class. The instructor summarizes the material for the class only after students deal with it in small groups. Students reported a preference for learning by figure analysis over traditional lecture, and female students in particular reported increased confidence in their analytical abilities. The survey given reported that figure analysis helped them learn (88%) and helped them learn more than traditional lectures (74%). Students also reported that figure analysis taught them how to read and interpret figures (84%). Most students (75%) agreed or strongly agreed that talking with their peers facilitated their understanding better than examining the figure on their own.