Running Head: USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

Using Visual Literacy in the Elementary STEM Lab

Susan Daly
University of West Georgia

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

Article 1
The article, Slowmation: A multimedia strategy for engaging children with primary science,
was authored by Jeff Brown, Karen Murcia and Mark Hackling. The researchers realized the
need to devise an innovative method to increase student content knowledge, develop a love of
science and instill a desire to further study of science. They also noted that the students of today
are digital natives that are accustomed to the use of visual stimulus and multimedia components.
The study utilizes Slowmation to augment the curriculum. Slomation in this context is a narrated
stop-motion animation that is played slowly at two frames a second to explain science concepts.
The researchers understood the importance of science literacy in this task. Their definition of
science literacy includes verbal and nonverbal representatives of science including tables,
diagrams, models, posters, role play, and student narratives. Within the study is the stated need
to develop competencies in visual and spatial modes. Their focus on Slomation is the desire of a
product that required the students to take the concepts that have discussed and recreate them in a
mode that allows for the content to be communicated with others. To be able to create this type
of product, students must be able to share their thoughts, question one another and create an
explanation of their understanding.
The purpose of the study was to determine the relationship between the use of Slowmation
and student engagement with astronomy concepts. The research focused on two main questions.
The first delved into the impact Slowmation has on science discourse. The second question
looked at the variety of science literacy modes utilized to demonstrate their understanding of the
science concepts through the creation of a Slowmotion.

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

The study took place in Australia with approximately 40 students aged 9-12 participating.
The Slowmotion was created during the evaluation portion of the unit on Spinning in Space.
First the students created a storyboard representing their vison of the Slowmotion on paper. The
students worked in small groups and had to agree on what was to be shown in their animation.
Next the groups made their models and filmed the sequences. Finally they uploaded the visuals
to the Slowmotion software and added narration.
Qualitative data was collected during the research. Audio and visual recordings were taken
during the student discourse while creating the Slowmotion. These recording were transcribed
and analyzed. The findings showed that students were engaged during the creation of the
Slomation and their conversations among the group members helped clarify and deepen their
science content understanding. The creation and manipulation of the models helped them
explain and further process their knowledge.
I have utilized a similar method and found comparable results to the researchers. This type of
visual and narrative representation of their learning also helped show the students
misconceptions and allowed fellow classmates to help the students correct these disparities. Ive
also found a few students that do not enjoy the use of Slowmation. It is important to provide
student equitable choices in how they would like to convey their learning. Further studies also
need to be executed with comparison groups to show the extent this method of teaching effects
student learning.

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

Article 2
The second article, Science visual literacy: learners perception and knowledge of diagrams
was written by Erin McTigue and Amanda Flowers. The research looks at the diagrams that are
located in student texts. There are on an average between 1.36 and 1.46 diagrams per page of
science texts. The graphics fell into a variety of categories including maps, flow charts and
diagrams. In the sixth grade science textbooks reviewed, 19 % of the graphics had no caption
and only 39% had a label but no explanation.
Understanding these visuals is important. High stake tests reviewed showed more than half
the questions including graphics which contained pertinent information needed to answer the
questions. The use of graphics has increased, but the studies on the benefits of diagrams on
reading comprehension are still debatable. In part, this may be partly due to the lack of direct
instruction on interpreting the diagrams. The goal of the research was to explore how students
interacted with the diagrams presented in text books. Specifically, targeting the value students
assigns the diagrams and the configuration of diagrams that were the most understood.
The research utilized qualitative and quantitative methods. The students were from a working
class area in southwestern United States. 30 students participated ranging from grade 2, 4 and
middle school. The students were provided four different diagrams of the water cycle and asked
to sort them by difficulty to interpret, attractiveness and utility for learning. The researchers
followed up afterwards by interviewing the students and asking them to explain their reasoning.
The students identified those diagrams that had the most text to be the most informative.
However, when asked to explain why it was the mere quantity of the arrows and sentences not
the quality of the information. One respondent explained that the diagram had a lot of stuff but

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

did not make sense. The graphics with less clutter were noted as the most attractive. When
discussing the diagrams, the students found the labels and arrows useful but did not have the
vocabulary to name these characteristics.
The most interesting parts of the study come from the student discussions. The students
identified the reason for the diagrams to accentuate the text. No participants mentioned that the
visuals might provide new information. The most astounding was the lack of attention given to
diagrams. The students stated they looked at the diagrams only sometimes or rarely. Their
strategy for perusing the page was to first read the text and then maybe look at the visual. None
had strategies to decipher the meanings of the diagrams if they did not make sense.
This demonstrates the need for visual literacy to be taught. Students become confused by the
use of the arrows as they have various meaning depending on context. Some of these include
showing force, measuring, showing change and showing sequences. A possible suggestion by
the authors to help the students understand the diagrams was to have them create their own
graphics. The take away from this article, is that students need direct instruction to interpret
visuals.

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

Article 3
The article Education programming in the k-12 science classroom was written by P. Sengupta,
A. Dickes, A. Voss Farris, A. Karan, D. Martin, D. and M. Wright. The researchers look at
programming as a method to deepen science content knowledge. The authors utilized visual
programing with the students in grades 3, 4 and 5 while introducing the eighth graders to textbased programing. The researchers worked alongside the teachers developing curriculum
aligned to the standards focusing mainly on ecology as well as leading professional development
for the teachers on programming. The teachers facilitated lessons in the classroom twice a week
throughout the year.

The participants were predominantly African American with little to no

prior experience with programming. The students came from low economic backgrounds. The
study utilized having students use programming to create simulations of concepts they were
learning in science.
The authors used qualitative and quantitative research evaluation methods. They looked at
the standardized test scores of the students participating in the study compared to their
counterparts which participated in the more traditional approach. The students who programmed
the simulations showed significant gains in the standardized tests and in the researchers pre and
posttest. Additionally, the researchers interviewed the teachers and looked for themes in their
responses. They found that the programming increased the depth of the student knowledge. The
creation of the simulations required the students to think about the science concepts and have
academic conversations with one another which helped them clarify their understandings.
Additionally, the teachers found that the measurement in mathematics scores increased. This
was due to the learners needing to define the event in discrete measures.

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

The researchers utilized two groups but did not identify the make-up of the control group.
That was one concern that I had. I applaud the authors for the continued support and help they
provided to the teachers throughout the yearlong investigation. I think many new programs
would meet more success with such fidelity. I find the idea making programming cross
curricular very intriguing. I know our students use Scratch and enjoy creating games with the
platform. Now, I am starting to think about how I can incorporate that into the STEM Lab.

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

Reflection:
I realize I have been integrating the teaching of visual literacy within my teaching for quite a
while but did not use the term visual literacy. Science concepts require visuals to help students
comprehend the concepts. Thus it was natural for me to include the use of graphics, diagrams
and short movie clips during my instruction. When I received the iPads to use in the STEM Lab,
I decided to use them for creating products with the students to demonstrate their learning. I also
included coding within the curriculum. I chose this topic because I wanted to look more closely
at some of the strategies I employ and see the research findings. After reading the articles, I
realize I am on the right path. The one insight of the studies that stands out the most, is the
students lack of understanding the importance of the diagrams and graphics in the non-fiction
readings. This is one area that I will start reviewing my methods of instruction and include
discussions on what the visuals mean and the various components. I think it is also important for
students to create their own to help solidify their thinking.

USING VISUAL LITERACY IN THE ELEMENTARY STEM LAB

References
Brown, J., Murcia, K., & Hackling, M. (2013). Slowmation: A multimodal strategy for engaging
children with primary science. Teaching Science, 59(4), 14-20.
McTigue, E. M., & Flowers, A. C. (2011). Science visual literacy: learners' perceptions and
knowledge of diagrams: diagrams found in science texts can be complex repositories of meaning,
and students benefit from instruction in how to unlock them. The Reading Teacher, (8), 578.
Sengupta, P., Dickes, A., Voss Farris, A., Karan, A., Martin, D., & Wright, M. (2015).
Programming in K12 Science Classrooms. Communications Of The ACM,58(11), 33.

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