Abstract
Science, engineering and mathematics-related disciplines have relied heavily on a researcher’s ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual–spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual–spatial thinking and the development of visual–spatial literacy, considers the application of the visual–spatial thinking to biology education, and proposes how modern technology can help to promote visual–spatial literacy and higher order thinking among undergraduate students of biology.
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Milner-Bolotin, M., Nashon, S.M. The essence of student visual–spatial literacy and higher order thinking skills in undergraduate biology. Protoplasma 249 (Suppl 1), 25–30 (2012). https://doi.org/10.1007/s00709-011-0346-6
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DOI: https://doi.org/10.1007/s00709-011-0346-6