– all angles 60°
Before they can solve problems, however, students must first know what type of visual representation to create and use for a given mathematics problem. Some students—specifically, high-achieving students, gifted students—do this automatically, whereas others need to be explicitly taught how. This is especially the case for students who struggle with mathematics and those with mathematics learning disabilities. Without explicit, systematic instruction on how to create and use visual representations, these students often create visual representations that are disorganized or contain incorrect or partial information. Consider the examples below.
Mrs. Aldridge ask her first-grade students to add 2 + 4 by drawing dots.
Notice that Talia gets the correct answer. However, because Colby draws his dots in haphazard fashion, he fails to count all of them and consequently arrives at the wrong solution.
Mr. Huang asks his students to solve the following word problem:
The flagpole needs to be replaced. The school would like to replace it with the same size pole. When Juan stands 11 feet from the base of the pole, the angle of elevation from Juan’s feet to the top of the pole is 70 degrees. How tall is the pole?
Compare the drawings below created by Brody and Zoe to represent this problem. Notice that Brody drew an accurate representation and applied the correct strategy. In contrast, Zoe drew a picture with partially correct information. The 11 is in the correct place, but the 70° is not. As a result of her inaccurate representation, Zoe is unable to move forward and solve the problem. However, given an accurate representation developed by someone else, Zoe is more likely to solve the problem correctly.
Some students will not be able to grasp mathematics skills and concepts using only the types of visual representations noted in the table above. Very young children and students who struggle with mathematics often require different types of visual representations known as manipulatives. These concrete, hands-on materials and objects—for example, an abacus or coins—help students to represent the mathematical idea they are trying to learn or the problem they are attempting to solve. Manipulatives can help students develop a conceptual understanding of mathematical topics. (For the purpose of this module, the term concrete objects refers to manipulatives and the term visual representations refers to schematic diagrams.)
It is important that the teacher make explicit the connection between the concrete object and the abstract concept being taught. The goal is for the student to eventually understand the concepts and procedures without the use of manipulatives. For secondary students who struggle with mathematics, teachers should show the abstract along with the concrete or visual representation and explicitly make the connection between them.
A move from concrete objects or visual representations to using abstract equations can be difficult for some students. One strategy teachers can use to help students systematically transition among concrete objects, visual representations, and abstract equations is the Concrete-Representational-Abstract (CRA) framework.
If you would like to learn more about this framework, click here.
CRA is effective across all age levels and can assist students in learning concepts, procedures, and applications. When implementing each component, teachers should use explicit, systematic instruction and continually monitor student work to assess their understanding, asking them questions about their thinking and providing clarification as needed. Concrete and representational activities must reflect the actual process of solving the problem so that students are able to generalize the process to solve an abstract equation. The illustration below highlights each of these components.
One promising practice for moving secondary students with mathematics difficulties or disabilities from the use of manipulatives and visual representations to the abstract equation quickly is the CRA-I strategy . In this modified version of CRA, the teacher simultaneously presents the content using concrete objects, visual representations of the concrete objects, and the abstract equation. Studies have shown that this framework is effective for teaching algebra to this population of students (Strickland & Maccini, 2012; Strickland & Maccini, 2013; Strickland, 2017).
Kim Paulsen discusses the benefits of manipulatives and a number of things to keep in mind when using them (time: 2:35).
Kim Paulsen, EdD Associate Professor, Special Education Vanderbilt University
View Transcript
Transcript: Kim Paulsen, EdD
Manipulatives are a great way of helping kids understand conceptually. The use of manipulatives really helps students see that conceptually, and it clicks a little more with them. Some of the things, though, that we need to remember when we’re using manipulatives is that it is important to give students a little bit of free time when you’re using a new manipulative so that they can just explore with them. We need to have specific rules for how to use manipulatives, that they aren’t toys, that they really are learning materials, and how students pick them up, how they put them away, the right time to use them, and making sure that they’re not distracters while we’re actually doing the presentation part of the lesson. One of the important things is that we don’t want students to memorize the algorithm or the procedures while they’re using the manipulatives. It really is just to help them understand conceptually. That doesn’t mean that kids are automatically going to understand conceptually or be able to make that bridge between using the concrete manipulatives into them being able to solve the problems. For some kids, it is difficult to use the manipulatives. That’s not how they learn, and so we don’t want to force kids to have to use manipulatives if it’s not something that is helpful for them. So we have to remember that manipulatives are one way to think about teaching math.
I think part of the reason that some teachers don’t use them is because it takes a lot of time, it takes a lot of organization, and they also feel that students get too reliant on using manipulatives. One way to think about using manipulatives is that you do it a couple of lessons when you’re teaching a new concept, and then take those away so that students are able to do just the computation part of it. It is true we can’t walk around life with manipulatives in our hands. And I think one of the other reasons that a lot of schools or teachers don’t use manipulatives is because they’re very expensive. And so it’s very helpful if all of the teachers in the school can pool resources and have a manipulative room where teachers can go check out manipulatives so that it’s not so expensive. Teachers have to know how to use them, and that takes a lot of practice.
Daily Progress, Extraordinary Results
A vision board, often regarded as a visual representation of one’s aspirations, dreams, and goals, has gained immense popularity over the years. By combining images, words, and symbols that resonate with your desires, a vision board serves as a constant reminder of what you aim to achieve. But what makes a vision board effective, and how can you create one that truly reflects your aspirations? Let’s delve into the world of vision boards and explore some creative ideas to get you started.
Key Takeaways:
A vision board, at its core, is a tangible representation of one’s intangible desires, goals, and aspirations. It serves as a bridge between one’s current reality and desired future. Here are some compelling reasons to create a vision board:
In essence, a vision board is more than just a collection of images and words. It’s a powerful tool that aligns your mind with your heart’s desires, propelling you towards your dreams with clarity, focus, and determination.
Creating a vision board is an exciting journey of self-discovery and goal-setting. But before you embark on this creative endeavor, it’s essential to understand the foundational elements that go into crafting an effective and meaningful board.
Starting with the basics ensures that your vision board is not only visually appealing but also deeply personal and aligned with your aspirations. By laying a strong foundation, you set the stage for a board that truly resonates with your heart’s desires and serves as a daily source of inspiration and motivation.
A vision board is a personal canvas of dreams, goals, and inspirations. While the traditional method involves pasting images and quotes on a board, there are countless creative ways to represent your visions. Here are some imaginative ideas to consider:
In essence, a vision board is a reflection of your innermost desires, and there’s no limit to how creatively you can represent them. Whether you choose a traditional format or decide to think outside the box, the key is to make it personal, meaningful, and aligned with your aspirations.
A vision board is more than just a collage; it’s a visual representation of your innermost desires and goals. To ensure it serves its purpose, it’s crucial to incorporate elements that truly resonate with you.
Images are the heart of any vision board. They provide a visual cue to your aspirations and evoke emotions.
While images appeal to our visual senses, words resonate with our thoughts and beliefs.
Symbols can represent complex ideas or emotions in a simple form, making them perfect for vision boards.
Adding tactile elements can make your vision board more interactive and engaging.
Making your vision board interactive can enhance its impact.
Colors evoke emotions and can set the mood for your vision board.
While it’s tempting to fill every inch of your board, leaving some empty spaces can be symbolic.
The elements you incorporate into your vision board should be a true reflection of your aspirations, emotions, and beliefs. They should resonate with you on a deep level, serving as daily reminders and motivators to pursue your dreams.
Creating a vision board is just the beginning. To truly harness its power, you need to interact with it regularly and use it as a tool for inspiration, motivation, and reflection. Here are some strategies to maximize its impact:
For more inspiration on how to design your board, check out these Vision Board Samples ideas .
For a deeper dive into visualization techniques, Color Made Happy offers some fantastic insights.
A vision board is not just a collection of images and words; it’s a living representation of your dreams and aspirations. By actively engaging with it, updating it, and using it as a daily source of inspiration, you can maximize its impact and bring your visions to life.
Feel free to customize these ideas based on your personal preferences and aspirations. A vision board is a personal reflection of your dreams and goals, so make it as unique as you are!
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Turn your goals into a “crafternoon.”
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Manifestation and achieving your dreams aren’t magic, though—and they don’t happen overnight. Successful manifestation starts with setting your intention, believing that it will become a reality, then taking active steps toward making that abstract idea come to fruition. And that’s where vision boards come in. Whatever goal you have ( strengthening your relationship , finding a new job , or traveling more), a vision board is a great tool to have during your journey.
So what exactly is a vision board? It’s a visual representation of your goals, says media and life coach Zakiya Larry . These typically poster-size visuals contain all kinds of images and text that represent something you’re trying to accomplish. A vision board relates to your life direction, says Larry.
There are really no rules when it comes to vision boards, since it’s about crafting something that will inspire you to realize your dreams and goals on a daily basis. Some vision boards focus on a singular idea, while others look at the bigger picture of what you want your future to look like.
Yes, putting your goals on paper in this type of visual format can actually help you achieve them. It’s a notion that Oprah and other celebrities, like Reese Witherspoon , have touted (though Oprah says she doesn’t use a vision board anymore because she’s a “powerful manifestor”). And there is plenty of research to back it up.
In one study , researchers found that, in athletes, visualization was almost as effective as physical practice.
It’s also a fun arts-and-crafts project that allows you to see what your goals would look like once you achieve them, says Larry. So if, for example, you’re hoping to be more comfortable with your body , you might put pictures of happy, healthy women coupled with empowering words like confidence on your vision board.
Take a moment of self-reflection and figure out what’s most important to you, says Larry. Think about the one or two areas of your life you really want to change, and focus on the words they elicit. Then, decide if your vision board should represent short-term or long-term change. Larry says using yearly benchmarks is most digestible and easiest to track progress.
Hunt through your old stashes of magazines or scour Instagram and Pinterest for visual representations of your goal. If you want to make improvements to your kitchen, for example, clip a picture of a home that inspires you. Dying to finally take a vacay day? Find yourself a palm tree pic. Once you have enough, secure everything to a poster board or inside a page of your journal. (Might we suggest the vision board page in our lovely guided journal ?)
If you prefer to go the digital route, there are plenty of free ways to go. For simplicity, you could create a board on Pinterest . But if you want your digital vision board to more closely resemble a physical one, use an app like Canva , which can be used on your phone, tablet, or computer. You don’t need to be a graphic design expert—this program is free (you can pay a premium for added functionality and graphics) and extremely beginner-friendly. Simply import your inspiration photos and arrange them into a collage on your blank digital canvas.
The trick is to make sure any words you use are short and the images you choose are vivid, attractive, and glossy so your vision board regularly catches your eye, says Larry. Once you’re done, put the vision board in a place that’s within your regular line of sight—your nightstand, your home office, or even by your television—because the key is to look at it as often as possible.
If you’re not comfortable making such a statement with your vision board, Larry suggests creating a smaller version. You can cut your poster board in half or use the largest photo frame you have on hand. Alternatively, you can use your digital vision board as your laptop’s backdrop or your phone’s home screen.
Though a vision board is a wonderful tool to help you achieve your goals, you can’t just sit back and expect it to magically make things a reality.
Think of your vision board as a living thing—rip pictures off, add new items, or start from scratch if you’re so inclined, says Larry. And be open to variations of what you want to achieve. For example, if your goal is to go vegan, don’t beat yourself up if you’re more of a vegetarian after six months or so.
“Sometimes we miss the fact that we’ve achieved something great because it doesn’t look exactly like we thought,” says Larry.
For more tips on creating a vision board, watch a workshop with Adam Glassman, Gayle King, and Gabby Bernstein here .
Brigitt is a writer, editor and craft stylist with nearly 15 years of experience. She specializes in lifestyle topics, including home, health, parenting, beauty, style, food, entertaining, travel and weddings. She has written for Glamour, People, Good Housekeeping, Women's Health, Real Simple, Martha Stewart, Apartment Therapy, The Spruce, and more.
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Not long ago, the ability to create smart data visualizations (or dataviz) was a nice-to-have skill for design- and data-minded managers. But now it’s a must-have skill for all managers, because it’s often the only way to make sense of the work they do. Decision making increasingly relies on data, which arrives with such overwhelming velocity, and in such volume, that some level of abstraction is crucial. Thanks to the internet and a growing number of affordable tools, visualization is accessible for everyone—but that convenience can lead to charts that are merely adequate or even ineffective.
By answering just two questions, Berinato writes, you can set yourself up to succeed: Is the information conceptual or data-driven? and Am I declaring something or exploring something? He leads readers through a simple process of identifying which of the four types of visualization they might use to achieve their goals most effectively: idea illustration, idea generation, visual discovery, or everyday dataviz.
This article is adapted from the author’s just-published book, Good Charts: The HBR Guide to Making Smarter, More Persuasive Data Visualizations.
Know what message you’re trying to communicate before you get down in the weeds.
Knowledge workers need greater visual literacy than they used to, because so much data—and so many ideas—are now presented graphically. But few of us have been taught data-visualization skills.
Inexpensive tools allow anyone to perform simple tasks such as importing spreadsheet data into a bar chart. But that means it’s easy to create terrible charts. Visualization can be so much more: It’s an agile, powerful way to explore ideas and communicate information.
Don’t jump straight to execution. Instead, first think about what you’re representing—ideas or data? Then consider your purpose: Do you want to inform, persuade, or explore? The answers will suggest what tools and resources you need.
Not long ago, the ability to create smart data visualizations, or dataviz, was a nice-to-have skill. For the most part, it benefited design- and data-minded managers who made a deliberate decision to invest in acquiring it. That’s changed. Now visual communication is a must-have skill for all managers, because more and more often, it’s the only way to make sense of the work they do.
Vision board ideas that work (and how to make a vision board).
When you start talking about goals, one method that comes up in some conversations is vision boards.
You might be wondering: What are vision boards?
A vision board is a visual representation of what we want to achieve. We can use it to show our end goal and where we see ourselves being in the future. Not only this, but a vision board will also help you show the process of how you envisage getting to these end goals.
However, while there is a lot of support for vision boards, there’s also a lot against organizing ideas in this way.
Because of the varying opinions on the topic, we can uncover how to make a vision board properly. We can explore why many often fail and the various drawbacks, and how you can make a vision board properly to achieve your goals and visions.
Why do vision boards fail, when do vision boards work, 1. think about what you’ve achieved recently, 2. look at the direction of your life, 3. consider what you want to change, 4. don’t overstuff your vision board with goals, 5. make your visions emotional, 3. self-affirmations, 4. going digital with vision boards, 5. pictures, 6. souvenirs, 7. art or doodles, 1. reflect and write out your dreams and goals, 2. collect relevant images to your goals, 3. make a collage from your collections, 4. personalize your vision board, 5. display your vision board, final thoughts.
Before you learn how to make a vision board, it’s important to cover why many fail in this area. After all, this method is talked about a lot, and there are lessons to be learned from both success and failure.
Overall, the reason vision boards fail often comes down to your mindset . For example, say you’re checking Facebook and see some of your friends taking vacations, and you feel that urge to add that to your vision board.
While that’s great, that may not be the best desire for you to have. Even though a vacation is nice, it doesn’t always mean this is what you want out of life.
In other cases, it might be you’re not putting in enough effort to achieve your goals. Or perhaps deep down, you don’t think you can achieve what you’re putting on your board in the first place.
These are all similar aspects to setting goals and writing them down. However, that similarity is where you’ll be able to thrive when making a vision board now and in the future.
With a vision board, you will be able to see what it is that you want in the future and identify how you can get there.
When you can see it, there, in front of you, then you are going to want to get there, and you are going to feel much more motivated to work towards these goals.
Not only this, but the process of making a vision board is more fun than you may realize. This means that you can look forward to doing it rather than ignoring those goals and stopping yourself from achieving what you want in the future.
Using a vision board means following some key steps that’ll allow you to manifest from it. Here are the simple ways how it’ll help you
While making a vision board is simple, what matters is ensuring that it works. If you’re sinking an hour or two into this, you want to make sure that it was worth your time and effort. With this in mind, I would encourage you to consider these pieces of advice before and after you make a vision board.
The first piece of advice is to consider everything that you have achieved over the past few years. Even though days and years are going by quickly, you’d be surprised what you have achieved over the course of a year.
Make sure you pause and consider what you have accomplished thus far in your life. Remember the things that made you proud.
Going in with this sort of mindset allows you to focus on what you can improve in your life moving forward. That way, you won’t focus on adding desires you’ve seen from other people but rather focus on your own.
The next piece of advice will add another layer to this.
It’s the dreaded question, “Where do you see yourself in five years?”
However, outside of an interview, this is a good question to be asking yourself. Look at the direction that you’re facing in your life and ask yourself if you are happy with it. This is important because we all can change our lives. So often, we forget that we can gain control of our lives at any time.
Keep in mind that you do not want to constantly change goals with a vision board. However, asking this question can influence how you build your vision board.
Again, you’re putting your desires and goals on the board rather than letting other actions or opinions seep into your goal setting.
Goals should be a stage that fulfills something that we lack in life. Maybe you struggle with moving around much. Or maybe you’ve got a business idea you’ve been sitting on for a long time. From desires to improve your marriage to having more vacations, you want to look at what you lack and how to make that abundant in your life.
The previous pieces of advice allow you to narrow down precisely what your vision is and what sort of change you want to see in your life.
When paired with this, you can focus on what you want to change right now in your life.
Now that you have an idea of what goals you have , the next thing is turning them into visions. While you may be excited to place all of these goals on your board, it might not be the best idea.
Unless you are someone who can focus on one goal at a time, most people will find the influx of goals to be overwhelming. While we all feel excited about it, much of that stems from our dopamine high.
It’s a feel-good drug, and it’s an addictive one. It also clouds our judgment so much that we tend to feel stressed or overwhelmed once reality sinks back in.
So while you are making your vision board, try to consider alternatives. Here are some ideas:
There has been an emphasis on caring about these goals and working on your overall mindset, and it’s there for a reason. When working on goals in any way, there is always a mental component to it.
To place more emphasis on it, you want to ensure that every action you do has emotion attached to it. After you’ve set up your vision board and are looking for it over, it pays to ask some questions to draw those emotions out. [1] .
There are many great questions to consider, but one to ask yourself is:
Why do I want to achieve this goal? The idea of this question is to look for a deeply personal reason. Some examples could include:
You must find a reason why you are working towards this goal. Not only that, but you want to use it as a reminder for your work.
This is so important because it gives us an overall purpose. When you have a purpose, you will begin to care more about the process and hone your skills.
Let’s look at some great examples of vision boards that can help us capture our dreams.
Words are a great place to start when thinking up vision board ideas. Words have a mysterious way of impacting us and helping us feel good when used correctly. Whether the words describe feelings or echo states of being, they all evoke experiences we have had or wish to have [2] .
Look at magazines to cut out words that describe how you want to be or what you want to feel. You can even write them in big, bold, colorful letters.
Quotes are great sources of mindset formation and effectively express an idea or experience in its entirety, making them one of the great examples of vision boards. No matter what the context in which the words were originally said, the impact of a good quote is timeless. [3]
Choose quotes that give rise to intense and accurate thoughts that match the state or experience you wish to arrive at. These can be from your role models, favorite authors, teachers, or even something out of a song. You can even add poems if they speak to you and your future goals.
Self-affirmations are different from quotes since you write these on your own, for yourself. They are aimed at changing one’s worldview and undoing limiting beliefs.
Research suggests that they can minimize anxiety, stress, and defensiveness associated with threats to our sense of self while having positive neuro-psychological effects and keeping us open to improvement. [4]
Create affirmations that start with “I am” and challenge beliefs about money, success, ability, and skill [5] . Write affirmations that go beyond what you think is possible and change the “cannot” to “can.”
Here are some affirmations you might find useful: 10 Positive Affirmations for Success that will Change your Life
Making vision boards for different areas of your life might require space and time that you might not have. However, with digital vision boards, you can create as many as you like and access them on the go on your computer and mobile devices.
To create a digital vision board, you can use online tools like Pinterest, Canva , or the tools available on your computer such as Paint to make a collage. To cut and save pictures online, use the Snipping Tool.
Once you have made your vision board, you can then set it as your home screen, or screen saver, or put it on a slideshow to display when your computer is idle.
Pictures are a wonderful alternative to doodles since they can snap you out of any hesitancy you might feel towards drawing. You can pin them to a corkboard, glue them to a poster board, or simply tuck them into a bulletin board.
Depending on the vision you are working at fulfilling through your vision board ideas, you can put up images of associated people who are successful, and images that evoke feelings you wish to experience (gratitude, joy, love, success, etc.). If you’re inspired to use pictures, you may try creating a digital vision board. [6] .
You can also find pictures that are similar to those you see in your imagination. If you wish to increase the challenge, you can have pictures representing different actions you will take.
Souvenirs, as sources of inspiration, are highly potent. They can serve as reminders of your strengths, uniqueness, achievements, successful relationships, and positive associations. [7] .
If there are souvenirs you associate with the birth of a specific vision, those are the ones that must go on the board. You can have anything from name tags, appreciation notes, trinkets, key chains, dry leaves, buttons, magnets, string lights, etc. The possibilities are endless.
When you’re coming up with vision board ideas, art or doodles are great ways to strengthen your desired states. Since you are representing your vision through imagery, there is no better way of owning it.
You don’t have to be skilled in the art to create doodles. You just have to be willing to play!
You can doodle your life map, or just use colors to intuitively express your feelings without form. [8] Draw your future successful self in your dream job or take your dream vacation. You can also doodle your favorite quote or your affirmation.
To create a vision board that will resonate with your dreams and vision and drives you toward their accomplishment, you can take the following steps:
What are the things that are most important to you? What are the big goals of your life? What would you like to accomplish in the next year, three years, or five years? What are those things you wish to accomplish in your lifetime?
Think about these things and write them down.
After writing down your goals, it’s time to visualize them.
Begin to collect relevant images of people, places, objects, texts, quotes, and even your pictures representing your mind’s images. You can cut out some magazine sections or find images on the internet.
Type a search query on platforms like Pinterest, it will return loads of images that are relevant to your search.
Assemble what you’ve got and then make a collage from them. Arrange them in a way that each of the items can be seen easily. You can place them on plane papers, cardboard, poster boards, etc.
Add your own words to your vision board, you can use markers, paints, stickers, quote cards, your computer, etc., to add words to those images in a way that will inspire you.
Display your vision board where you can get to see it every day. Place it in your bedroom, office space, or any other conspicuous place.
As you develop your vision board ideas, don’t forget to let your creativity rule. This isn’t something you’ll be publishing for everyone to see; it’s something that is meant to inspire you every day. Use some of the suggestions to help inspire you to create your goal board and then make it your own.
Featured photo credit: Estée Janssens via unsplash.com
[1] | ^ | Cleverism: |
[2] | ^ | Altered Mind Waves: |
[3] | ^ | Who’s Your HR?: |
[4] | ^ | Positive Psychology: |
[5] | ^ | Bella Inspired Grace: |
[6] | ^ | Design Wizard: |
[7] | ^ | Brit+Co: |
[8] | ^ | Diary of a Journal Planner: |
Explore the time flow system.
Concepts is an infinite, flexible creative tool for all your good ideas. Available on iOS, Windows and Android.
Visual thinker and Sketchnoter Jonny Daenen shares techniques for drawing and organizing graphic presentations and sketchnotes for ideas you are passionate about.
"Pouring your information into a visual representation has the benefit of making ideas tangible. It motivates people to have a conversation or discussion about it. It's also a lot easier to spread information this way, as pictures have the power to create a lasting impression within an instant."
Jonny Daenen - My background lies in Big Data. I got my Ph.D. in Computer Science in 2016, after focusing on big data systems for several years. Currently, I am a Cloud data engineer at a marketing automation company. It's incredible to think about the vast amounts of data we generate daily and all the things we can do with it. I see myself as someone who designs and builds solutions for creating value from this enormous pool of data.
I love learning about technology and then applying or spreading the knowledge. The latter is something I've picked up during my time as a teaching assistant. It's a great feeling when you are able to teach new concepts to people who are eager to learn. At the same time, when you explain an idea to someone else, you'd better make sure you understand it thoroughly first! During my career, I've discovered that visualizations are a key component in teaching, discussing, and pitching ideas. It helps me to understand what's going on and transfer information to someone else.
How did you get into visual thinking and sketchnoting?
Great question! I've been fond of doodling for a long time, and I think this is where my urge to draw comes from. I remember a history course in high school, where we had to memorize quite some information, for example, about agriculture in historical times. As I was not keen on learning by heart, I decided to draw logical pictures containing all the elements. A doodle with cows and crops made it so much easier to understand and remember.
Fast forward to my Ph.D., and I'm still drawing and doodling. Only this time, I'm using the blackboard to pass on ideas to students. At some point, during a TEDx event, I also saw people making sketchnotes live on stage and followed an introduction to sketchnoting. Packed with quite some ideas, I gradually started to adopt them into my daily routines.
During my career, I noticed that I liked capturing information, and started leveraging these visual techniques more and more. Today, I am applying them to create presentations, technical diagrams, and summaries of Apple product presentations. I've also decided to go fully digital.
One of my first attempts to draw a high level diagram, created in Papers.
Can you please share what visual thinking and sketchnoting are? How does visualization help you to remember and share ideas?
In my mind, visual thinking is about capturing the essence of "things" - systems, products, technologies, ideas, etc. - in a visual image. It helps us to understand problems, enabling a zooming out to abstract concepts, and a zooming in on all the nitty-gritty details when needed.
Sketchnoting is the art of visual note taking. A keynote, presentation, event, manual, technology, etc. can all be summarized visually. This helps to make topics more approachable and digestible.
My main purposes for sketchnoting are to capture information for later reference, evangelize ideas, and learn more about a topic. While I draw, my mind focuses on the matter at hand, helping me understand things better and allowing me to easily remember them. People have responded quite well when I share my sketchnote summaries or when they see drawings appear in a slide deck. It seems to be a very powerful method to get a message across.
One of the first drawings I did in Concepts that shows the basic components in marketing. This was used in multiple presentations.
Pouring your information into a visual representation has the benefit of making ideas tangible. It motivates people to have a conversation or discussion about it. It's also a lot easier to spread information this way, as pictures have the power to create a lasting impression within an instant.
In software engineering, for example, I find it really helpful to have a diagram of what I'm working on. It helps me navigate code and allows easy communication with other people. It is vital to have a bird's eye view of what you are working on while still understanding the details of the code in front of you. Especially when you get confronted with bugs, visual thinking is helpful and allows you to more quickly approach the problems at hand in a structural fashion.
And whether it helps me remember things? Well, yes and no. On the contrary, it helps me free my mind. While I draw, I think about the structure and properties of what I'm drawing. I'm comparing similar technologies, zooming in and out in my mind while I pinch on the screen, and discovering logical concepts as I progress. This process helps me better understand whatever I'm sketchnoting about.
Still, at the same time, my brain will also know that all the details are in my sketchnote for reference, and it seems it will forget about unnecessary details and instead store a pointer to the sketchnote. Next time I need to recall the price of the iPad Pro in 2020? Or the technology that Spotify talked about to manage their data quality? My brain will know that I noted that down in a specific sketchnote and present me with a vague layout of what my drawing looked like.
You have very informative sketchnotes with a clear presentation style. How do you go about visualizing ideas and data? What creates a clear presentation?
Thank you! Visual representations should capture the essence of an idea, product, technology, etc. as much as possible. When sketchnoting an event, I start from the bottom up: starting with the details, clustering them into bigger ideas, and attaching these to a bigger topic. It's a hierarchical approach, which should help viewers quickly identify relevant information while also allowing for fast zooming from specific details to the more abstract topic.
For slide decks, this is a bit different. Here I start working around the main takeaway, outline a structure in a mindmap and translate individual slides into drawings during the process.
Presentations or sketchnotes should provide a logical flow of information; they should guide the viewer. In presentations, you get a linear flow, which can sometimes feel quite restrictive but at the same time also more reassuring. In sketchnotes, you get a lot more freedom, but the challenging part is in the overall flow of your drawing to make sure people can find their way in it.
One big difference between presentations and sketchnotes: in presentations, the visuals support the story; in sketchnotes, the visuals are the story.
A sketchnote for a live show of the Dutch-Belgian podcast Tech45 , to celebrate their 10 year anniversary.
Once you have your key ideas down, how do you organize your information on the page?
I try to group information into clusters that belong together. If I'm making a sketchnote of an Apple keynote about a new iPhone, Apple Watch, and health services, I will cluster the information accordingly. Many presentations and events already have an implicit or explicit structure that is quite usable as a guiding structure.
When you are creating larger sketchnotes that span multiple presentations or many topics, I'd recommend collecting information first and then choosing what your focus will be. This is a lot more challenging but can be even more rewarding as you will learn a lot by creating this structure yourself. Whenever I'm stuck, I always resort to creating a mindmap of the structure. This will be my guide and help me make decisions about what content goes where.
My latest Apple sketchnote: WWDC 2021. Heaps of new products and features were announced, I tried to combine it all in this gigantic sketchnote.
What are your favorite tools and apps for sketchnoting?
Concepts, of course! I do have some real-world Copic markers that I use for decorating Christmas or birthday cards, but in the digital world, Concepts is my tool of choice. My current setup consists of:
When my girlfriend introduced me to Concepts, I was immediately sold. The gesture system and the fact that the app is vector-based were ideal for me. I've never considered myself great at drawing, as I always had difficulties getting what's in my head on paper. And even when I did, I managed to add that one final detail that messed it all up. By using Concepts, those limitations in my drawing process were immediately removed. I can now draw joyfully, use quick gestures to rearrange my drawing, and perform the "undo" gesture whenever I need to.
A mindmap of all aspects I use Concepts for.
How does Concepts fit into your visual thinking workflow?
My workflow is a bit different depending on when I'm creating a presentation with hand-drawn slides or when I'm making a sketchnote.
In the case of a presentation, I start out with a mindmap. I use the MindNode app to brainstorm, group, and structure my story. When roughly 70% of my story and content ideas are there, I pour this mindmap into slides with textual content. Next, the most essential and complex slides get their own drawing (drawn in Concepts); the text is reduced to a minimum, as I will talk over it anyway, but the essence remains. Finally, I start doing dry-runs, and I iterate over the slides and drawings until it feels good.
For this process, I love working with the combination of an iPad and a Mac: I simply copy-paste a part of my drawing from Concepts on my iPad directly into Keynote on my Mac (using Universal Clipboard).
When I create a new sketchnote of a presentation or event, I always follow it live. It forces me to stay focused and capture essential information fast. I will note down text and make some quick doodles; the result looks a bit like a messy shopping list. The big thing here is that Concepts allows me to quickly switch tools and make fast adjustments (select, rearrange, zoom, scale) without interfering with my flow of thought.
At first, this is where I stopped. While sketchnoting often focuses on getting your drawing done at the moment (especially when it's on paper, you cannot edit easily), I noticed that I needed a bit more freedom and time.
0.1 Apple Spring Loaded Event - first rough version after the live event. 0.2 I added core elements of the most important announcements. 0.3 More visual elements are added to guide the viewer. 0.4 All sections now have a heading to make them stand out, basic highlights were added in orange and spacing has been improved.
So, after the initial rough phase, I start grouping related information together and drawing larger images showing a central topic. For example, I capture all details from a new iPhone camera system live, then I group this together; this is then grouped again with other topics around the iPhone, which is then grouped with maybe another iPhone Model. This is how a specific section in the sketchnote comes to life.
In my sketchnotes, I try to follow a hierarchical format so that people can quickly get the information they want. Compared to a presentation, which is linear, sketchnotes allow you to create your own flow. When people want information only on that iPhone camera system, they are attracted by the iPhone illustration and can then zoom in on the camera cluster right next to it.
After capturing the overall structure, I fix weird-looking icons and redo some unreadable handwriting. It turns out I still need to work on my 1's, apparently, there seems to be quite a difference across continents on how to write the ideal number one. Next, larger illustrations are added to clusters to make them stand out.
Whenever possible, I try to fit into the event theme. Apple, for example, always has a specific theme in their events, which I try to adopt and mix with my own style.
Now that I've got all the content, I can focus on the overall layout to end up with a balanced image. I move the bigger groups around and try to create an implicit flow in the picture. Then, I let some key terms stand out using colors, and I add shadows to bring the illustrations alive. Finally, some things I've been dragging along since the beginning get cut. When they just don't fit, they need to go, even if I thought it was a great idea. Kill your darlings, I guess...
When it's done, I export my work at different DPI settings and publish it online. As you can see, as opposed to presentations, all of the work on the sketchnotes happens within Concepts itself.
Final version of Apple's Spring Loaded Event.
You mentioned you do a lot of visual communication work with clients. What is your workflow like with them?
When communicating with clients, it's crucial to have a common understanding. Visuals can help a lot; whether you're using a whiteboard, a presentation, or a diagram, it will almost always make conversations easier and more to the point.
For live discussions, I prefer to use a whiteboard whenever possible; it encourages people to think together and to be part of new ideas from the start.
When I'm preparing a slide deck, my goal is to tell a story that supports the main idea of the presentation. When I explain a technical solution, I try to avoid bombarding the client with too many specifics and instead focus on the value the solution will create for them. This can often be expressed using simple images and icons. In contrast to text, these will often emphasize your point and support your story to a greater extent. Of course, my backup slides will have some more detailed diagrams for the Q&A part.
After meetings with clients or stakeholders, I do not go as far as creating a summary sketchnote for that meeting, but instead, I make a summary mindmap. Again, a very powerful visual tool that allows people to quickly find what they are looking for. I've even found these mindmaps to be a potential replacement for slide decks in some instances: it takes way less time to put them together and immediately shows structure and content in a digestible form when done right.
Do you have any tips or techniques you can share about visualizing information?
The sketchnotes I create have changed over time. I learned a lot by starting with the Concepts sketchnote tutorial and still using some of the presets today. I've also been inspired by seeing other people create illustrations on my iPad and borrowed some of their techniques.
I recommend experimenting with colors, quick shadows, smoothing, and nudging. Also, just trying out different tools in the app really helps! But the technique that works best for me is iterating. The sketchnotes I create are refined over several days (sometimes weeks) until I get them into a presentable form.
Sketchnote I created when I got certified for Google Cloud, to indicate all important parts included in the certification.
When choosing what to draw, I try to utilize simple illustrations. A battery gets a power icon, performance gets a rocket, and so on. The key is to find something recognizable for most people and keep it clean and simple. When you don't know what could represent an idea, try to think of a few emoji that would capture it.
Sometimes it's tempting to let the visuals distract the viewer too much, hence I believe it is important to try and keep information central to your visual. A good example on how to use a minimalistic approach to emphasize your point visually can be found here: https://www.darkhorseanalytics.com/blog/data-looks-better-naked/
What are some best practices you can recommend for getting into a visual workflow and improving your skillset?
The first step is finding something you're passionate about. I am passionate about technology, I've been following Apple keynotes for quite some time before I started sketchnoting. The same holds for my new, more technical Google Cloud sketchnotes. After seeing Google's keynotes, I always want to make sure other people have a low-friction way to accessing this content I find so interesting myself.
Google Cloud's Data Cloud Summit: summary from a series of presentations, which introduced the latest advancements in Google Cloud Platform w.r.t. data technology.
That is the second step: finding your motivation. Why should you draw? As I said, I love to capture information for later reference, evangelize ideas, and learn more about a topic; drawing helps me achieve these goals. If you can find the thing to motivate you - which can be anything - you're all set!
Once you've found the right topic and motivation, I'd recommend doing the Concepts sketchnoting tutorial . Whether it is for a full sketchnote, a slide in your presentation, or a technical diagram, you'll be ready to go in no time! And remember, when you're not happy with your first result, this is all digital: just iterate over it tomorrow!
Jonny Daenen is a computer scientist specialized in Big Data. He is interested in understanding the inner workings of both existing and new technologies, and loves to make them accessible to a broad audience. He's passionate about data engineering and data science, Cloud computing, visual thinking, and Apple products.
Cover photos by Michelle Gybels Interview by Erica Christensen
The Concepts Sketchnoting Toolbox - Learn sketchnoting tips so you can sketch ideas and take notes visually, and use this guide to set up your infinite canvas and pens in Concepts.
5 Tools for Visual Thinking on Your iPad - Five great tools to help you take notes, think visually and communicate on your iPad with Concepts.
Sketchnoting Tools and Techniques - Graphic Recorder Tobey Busch shares tips for creating simple visual images and sketchnotes.
Teaching Strategic Thinking Skills to Airforce Pilots - Major John Webb of the U.S. Air Force teaches strategic thinking to pilot students with Concepts and his iPad.
Anh Vu • 05 April, 2024 • 8 min read
Keep on reading because these visual presentation examples will blow your boring decks away! For many people, delivering a presentation is a daunting project, even before it turns to hybrid and virtual displays due to the pandemic. To avoid the Death By PowerPoint phenomenon, it is time to adopt new techniques to make your presentations more visual and impressive.
This article tries to encourage you to think outside of the slide by providing essential elements of a successful visual presentation, especially for the new presenter and those who want to save time, money, and effort for the upcoming presentation deadline.
What is a visual presentation.
How ahaslides supports a good visual presentation.
As mentioned before, you need a presentation tool to make your presentation more visual and engaging. The art of leveraging visual elements is all intended visual aids make sense and kick off audiences' imagination, curiosity, and interest from the entire presentation.
The easiest way to create interaction between the presenter and the audience is by asking for rhetorical and thought-provoking quizzes and quick surveys during the presentation. AhaSlides , with a range of live polls , live Q&A , word clouds , interactive questions, image questions, creative fonts, and integration with streaming platforms can help you to make a good visual presentation in just a second.
Get free templates for your next interactive presentation. Sign up for free and take what you want from the template library!
What are visual presentation examples? | Infographics, photographs, videos, diagrams, graphs, and charts. |
Why do presenters use presentation aids? | Presentation aids allow the audience to understand clearly and easily the information. |
So, what are the visual presentation examples? When providing as much information as possible, many presenters think that text-heavy slides may help, but by contrast, they may lead to distraction. As we explore the characteristics of good presentations, illustrations and graphics play an important role in delivering compelling content and turning complex concepts more clearly, precisely, and instantly to understand. A visual presentation is the adoption of a range of visual aids on presentation to ensure information is easier to understand and memorize.
In addition, visual aids can also help to keep presenters on track, which can be used as a cue for reviving a train of thought. They build better interaction and communication between presenters and the audience, making them notice more deeply what you are saying.
Some possible visual presentations include infographics , charts, diagrams, posters, flipcharts, idea board , whiteboards, and video presentation examples.
An infographic is a collection of different graphic visual presentations to represent information, data, or knowledge intended more visually quickly and clearly to grab the audience's attention.
To illustrate quantitative data effectively, it is important to make use of graphs and charts. For both business use and research use, graphs and charts can show multiple and complex data in a way that is easy to understand and memory.
When it comes to presenting information systematically and logically, you can use diagrams. A diagram is a powerful tool for effective communication and brainstorming processes. It also is time-saving for people to read and collect information.
A poster, especially a research project poster, provides brief and concrete information about a research paper straightforwardly. The audiences can grab all important data knowledge and findings through posters.
A flipchart and whiteboard are the most basic presentation aids and work best to supplement lecture slides. Excellent whiteboard and flipchart composite of well-chosen words, and clear diagram will help to explain complex concepts.
A video presentation is not a new concept, it is a great way to spread ideas lively and quickly attract the audience's attention. The advantages of a video presentation lie in its animation and illustration concepts, fascinating sound effects, and user-friendliness.
In addition, we can add many types of visual aids in the presentations as long as they can give shapes and form words or thoughts into visual content. Most popular visual aids include graphs, statistics, charts, and diagrams that should be noted in your mind. These elements combined with verbal are a great way to engage the listeners’ imagination and also emphasize vital points more memorable.
It is simply to create more visual presentations than you think. With the development of technology and the internet, you can find visual presentation examples and templates for a second. PowerPoint is a good start, but there are a variety of quality alternatives, such as AhaSlides , Keynote, and Prezi.
When it comes to designing an effective visual presentation, you may identify some key steps beforehand:
Firstly, you need to determine your purpose and understand your audience's needs. If you are going to present in a seminar with your audience of scientists, engineers, business owners… They are likely to care about data under simple charts and graphs, which explain the results or trends. Or if you are going to give a lecture for secondary students, your slides should be something fun and interesting, with more colourful pictures and interactive questions.
When you want to add a bit of excitement to a slideshow and help to keep the listener more engaged, you use animation and transition. These functions help to shift the focus of audiences between elements on slides. When the transition style and setting are set right, it can help to give fluidity and professionalism to a slideshow.
One of the approaches that improve communication between audiences and the use of visual aids is using technology assistance. You don’t want to take too much time to create well-designed visual aids while ensuring your presentation is impressive, so why not leverage a presentation app like AhaSlides ? It properly encourages participant engagement with interactive visual features and templates and is time-saving. With its help, you can design your presentation either formally or informally depending on your interest.
Believe it or not, the title is essential to attracting audiences at first sight. Though don’t “read the book by its cover”, you still can put your thoughts into a unique title that conveys the topic while piquing the viewer’s interest.
Creative video presentation ideas are always important. “Videos evoke emotional responses”, it will be a mistake if you don’t leverage short videos with sound to reel in and captivate the audience's attention. You can put the video at the beginning of the presentation as a brief introduction to your topic, or you can play it as a supplement to explain difficult concepts.
It is challenging to keep your audience interested and engaged with your audience from the whole presentation. It is why to add a prop or creative visual aid to pull your audience's focus on what you say. Here are some ideas to cover it:
It is an important step to make your visual presentation really work out. You won’t know any unexpected mirrors may come out on D-day if you don’t make the rehearsal and get feedback from a reliable source. If they say that your visual image is in bad-quality, the data is overwhelming, or the pictures are misunderstood, you can have an alternative plan in advance.
Incorporate visual or audio media appropriately. Ensure you arrange and integrate suitable data presentation in your slides or videos. You can read the guidelines for visual aids applications in the following:
To make an effective visual aid, you must follow principles of design, including contrast, alignment, repetition, and proximity.
Simple ads help to keep things clear and understandable, so the message can be communicated effectively.
To encourage the learning process and make it easier and more interesting so students would want to engage in lessons more.
Tips to Engage with Polls & Trivia
International Journal of STEM Education volume 2 , Article number: 11 ( 2015 ) Cite this article
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The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. Despite a wealth of research in science education on visual representations, the emphasis of such research has mainly been on the conceptual understanding when using visual representations and less on visual representations as epistemic objects. In this paper, we argue that by positioning visual representations as epistemic objects of scientific practices, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective.
This is a theoretical paper, and in order to argue about the role of visualization, we first present a case study, that of the discovery of the structure of DNA that highlights the epistemic components of visual information in science. The second case study focuses on Faraday’s use of the lines of magnetic force. Faraday is known of his exploratory, creative, and yet systemic way of experimenting, and the visual reasoning leading to theoretical development was an inherent part of the experimentation. Third, we trace a contemporary account from science focusing on the experimental practices and how reproducibility of experimental procedures can be reinforced through video data.
Our conclusions suggest that in teaching science, the emphasis in visualization should shift from cognitive understanding—using the products of science to understand the content—to engaging in the processes of visualization. Furthermore, we suggest that is it essential to design curriculum materials and learning environments that create a social and epistemic context and invite students to engage in the practice of visualization as evidence, reasoning, experimental procedure, or a means of communication and reflect on these practices. Implications for teacher education include the need for teacher professional development programs to problematize the use of visual representations as epistemic objects that are part of scientific practices.
During the last decades, research and reform documents in science education across the world have been calling for an emphasis not only on the content but also on the processes of science (Bybee 2014 ; Eurydice 2012 ; Duschl and Bybee 2014 ; Osborne 2014 ; Schwartz et al. 2012 ), in order to make science accessible to the students and enable them to understand the epistemic foundation of science. Scientific practices, part of the process of science, are the cognitive and discursive activities that are targeted in science education to develop epistemic understanding and appreciation of the nature of science (Duschl et al. 2008 ) and have been the emphasis of recent reform documents in science education across the world (Achieve 2013 ; Eurydice 2012 ). With the term scientific practices, we refer to the processes that take place during scientific discoveries and include among others: asking questions, developing and using models, engaging in arguments, and constructing and communicating explanations (National Research Council 2012 ). The emphasis on scientific practices aims to move the teaching of science from knowledge to the understanding of the processes and the epistemic aspects of science. Additionally, by placing an emphasis on engaging students in scientific practices, we aim to help students acquire scientific knowledge in meaningful contexts that resemble the reality of scientific discoveries.
Despite a wealth of research in science education on visual representations, the emphasis of such research has mainly been on the conceptual understanding when using visual representations and less on visual representations as epistemic objects. In this paper, we argue that by positioning visual representations as epistemic objects, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective. Specifically, the use of visual representations (i.e., photographs, diagrams, tables, charts) has been part of science and over the years has evolved with the new technologies (i.e., from drawings to advanced digital images and three dimensional models). Visualization makes it possible for scientists to interact with complex phenomena (Richards 2003 ), and they might convey important evidence not observable in other ways. Visual representations as a tool to support cognitive understanding in science have been studied extensively (i.e., Gilbert 2010 ; Wu and Shah 2004 ). Studies in science education have explored the use of images in science textbooks (i.e., Dimopoulos et al. 2003 ; Bungum 2008 ), students’ representations or models when doing science (i.e., Gilbert et al. 2008 ; Dori et al. 2003 ; Lehrer and Schauble 2012 ; Schwarz et al. 2009 ), and students’ images of science and scientists (i.e., Chambers 1983 ). Therefore, studies in the field of science education have been using the term visualization as “the formation of an internal representation from an external representation” (Gilbert et al. 2008 , p. 4) or as a tool for conceptual understanding for students.
In this paper, we do not refer to visualization as mental image, model, or presentation only (Gilbert et al. 2008 ; Philips et al. 2010 ) but instead focus on visual representations or visualization as epistemic objects. Specifically, we refer to visualization as a process for knowledge production and growth in science. In this respect, modeling is an aspect of visualization, but what we are focusing on with visualization is not on the use of model as a tool for cognitive understanding (Gilbert 2010 ; Wu and Shah 2004 ) but the on the process of modeling as a scientific practice which includes the construction and use of models, the use of other representations, the communication in the groups with the use of the visual representation, and the appreciation of the difficulties that the science phase in this process. Therefore, the purpose of this paper is to present through the history of science how visualization can be considered not only as a cognitive tool in science education but also as an epistemic object that can potentially support students to understand aspects of the nature of science.
According to the New Generation Science Standards (Achieve 2013 ), scientific practices refer to: asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematical and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating, and communicating information. A significant aspect of scientific practices is that science learning is more than just about learning facts, concepts, theories, and laws. A fuller appreciation of science necessitates the understanding of the science relative to its epistemological grounding and the process that are involved in the production of knowledge (Hogan and Maglienti 2001 ; Wickman 2004 ).
The New Generation Science Standards is, among other changes, shifting away from science inquiry and towards the inclusion of scientific practices (Duschl and Bybee 2014 ; Osborne 2014 ). By comparing the abilities to do scientific inquiry (National Research Council 2000 ) with the set of scientific practices, it is evident that the latter is about engaging in the processes of doing science and experiencing in that way science in a more authentic way. Engaging in scientific practices according to Osborne ( 2014 ) “presents a more authentic picture of the endeavor that is science” (p.183) and also helps the students to develop a deeper understanding of the epistemic aspects of science. Furthermore, as Bybee ( 2014 ) argues, by engaging students in scientific practices, we involve them in an understanding of the nature of science and an understanding on the nature of scientific knowledge.
Science as a practice and scientific practices as a term emerged by the philosopher of science, Kuhn (Osborne 2014 ), refers to the processes in which the scientists engage during knowledge production and communication. The work that is followed by historians, philosophers, and sociologists of science (Latour 2011 ; Longino 2002 ; Nersessian 2008 ) revealed the scientific practices in which the scientists engage in and include among others theory development and specific ways of talking, modeling, and communicating the outcomes of science.
Schematic, pictorial symbols in the design of scientific instruments and analysis of the perceptual and functional information that is being stored in those images have been areas of investigation in philosophy of scientific experimentation (Gooding et al. 1993 ). The nature of visual perception, the relationship between thought and vision, and the role of reproducibility as a norm for experimental research form a central aspect of this domain of research in philosophy of science. For instance, Rothbart ( 1997 ) has argued that visualizations are commonplace in the theoretical sciences even if every scientific theory may not be defined by visualized models.
Visual representations (i.e., photographs, diagrams, tables, charts, models) have been used in science over the years to enable scientists to interact with complex phenomena (Richards 2003 ) and might convey important evidence not observable in other ways (Barber et al. 2006 ). Some authors (e.g., Ruivenkamp and Rip 2010 ) have argued that visualization is as a core activity of some scientific communities of practice (e.g., nanotechnology) while others (e.g., Lynch and Edgerton 1988 ) have differentiated the role of particular visualization techniques (e.g., of digital image processing in astronomy). Visualization in science includes the complex process through which scientists develop or produce imagery, schemes, and graphical representation, and therefore, what is of importance in this process is not only the result but also the methodology employed by the scientists, namely, how this result was produced. Visual representations in science may refer to objects that are believed to have some kind of material or physical existence but equally might refer to purely mental, conceptual, and abstract constructs (Pauwels 2006 ). More specifically, visual representations can be found for: (a) phenomena that are not observable with the eye (i.e., microscopic or macroscopic); (b) phenomena that do not exist as visual representations but can be translated as such (i.e., sound); and (c) in experimental settings to provide visual data representations (i.e., graphs presenting velocity of moving objects). Additionally, since science is not only about replicating reality but also about making it more understandable to people (either to the public or other scientists), visual representations are not only about reproducing the nature but also about: (a) functioning in helping solving a problem, (b) filling gaps in our knowledge, and (c) facilitating knowledge building or transfer (Lynch 2006 ).
Using or developing visual representations in the scientific practice can range from a straightforward to a complicated situation. More specifically, scientists can observe a phenomenon (i.e., mitosis) and represent it visually using a picture or diagram, which is quite straightforward. But they can also use a variety of complicated techniques (i.e., crystallography in the case of DNA studies) that are either available or need to be developed or refined in order to acquire the visual information that can be used in the process of theory development (i.e., Latour and Woolgar 1979 ). Furthermore, some visual representations need decoding, and the scientists need to learn how to read these images (i.e., radiologists); therefore, using visual representations in the process of science requires learning a new language that is specific to the medium/methods that is used (i.e., understanding an X-ray picture is different from understanding an MRI scan) and then communicating that language to other scientists and the public.
There are much intent and purposes of visual representations in scientific practices, as for example to make a diagnosis, compare, describe, and preserve for future study, verify and explore new territory, generate new data (Pauwels 2006 ), or present new methodologies. According to Latour and Woolgar ( 1979 ) and Knorr Cetina ( 1999 ), visual representations can be used either as primary data (i.e., image from a microscope). or can be used to help in concept development (i.e., models of DNA used by Watson and Crick), to uncover relationships and to make the abstract more concrete (graphs of sound waves). Therefore, visual representations and visual practices, in all forms, are an important aspect of the scientific practices in developing, clarifying, and transmitting scientific knowledge (Pauwels 2006 ).
In this paper, we present three case studies that embody the working practices of scientists in an effort to present visualization as a scientific practice and present our argument about how visualization is a complex process that could include among others modeling and use of representation but is not only limited to that. The first case study explores the role of visualization in the construction of knowledge about the structure of DNA, using visuals as evidence. The second case study focuses on Faraday’s use of the lines of magnetic force and the visual reasoning leading to the theoretical development that was an inherent part of the experimentation. The third case study focuses on the current practices of scientists in the context of a peer-reviewed journal called the Journal of Visualized Experiments where the methodology is communicated through videotaped procedures. The three case studies represent the research interests of the three authors of this paper and were chosen to present how visualization as a practice can be involved in all stages of doing science, from hypothesizing and evaluating evidence (case study 1) to experimenting and reasoning (case study 2) to communicating the findings and methodology with the research community (case study 3), and represent in this way the three functions of visualization as presented by Lynch ( 2006 ). Furthermore, the last case study showcases how the development of visualization technologies has contributed to the communication of findings and methodologies in science and present in that way an aspect of current scientific practices. In all three cases, our approach is guided by the observation that the visual information is an integral part of scientific practices at the least and furthermore that they are particularly central in the scientific practices of science.
The focus of the first case study is the discovery of the structure of DNA. The DNA was first isolated in 1869 by Friedrich Miescher, and by the late 1940s, it was known that it contained phosphate, sugar, and four nitrogen-containing chemical bases. However, no one had figured the structure of the DNA until Watson and Crick presented their model of DNA in 1953. Other than the social aspects of the discovery of the DNA, another important aspect was the role of visual evidence that led to knowledge development in the area. More specifically, by studying the personal accounts of Watson ( 1968 ) and Crick ( 1988 ) about the discovery of the structure of the DNA, the following main ideas regarding the role of visual representations in the production of knowledge can be identified: (a) The use of visual representations was an important part of knowledge growth and was often dependent upon the discovery of new technologies (i.e., better microscopes or better techniques in crystallography that would provide better visual representations as evidence of the helical structure of the DNA); and (b) Models (three-dimensional) were used as a way to represent the visual images (X-ray images) and connect them to the evidence provided by other sources to see whether the theory can be supported. Therefore, the model of DNA was built based on the combination of visual evidence and experimental data.
An example showcasing the importance of visual representations in the process of knowledge production in this case is provided by Watson, in his book The Double Helix (1968):
…since the middle of the summer Rosy [Rosalind Franklin] had had evidence for a new three-dimensional form of DNA. It occurred when the DNA 2molecules were surrounded by a large amount of water. When I asked what the pattern was like, Maurice went into the adjacent room to pick up a print of the new form they called the “B” structure. The instant I saw the picture, my mouth fell open and my pulse began to race. The pattern was unbelievably simpler than those previously obtained (A form). Moreover, the black cross of reflections which dominated the picture could arise only from a helical structure. With the A form the argument for the helix was never straightforward, and considerable ambiguity existed as to exactly which type of helical symmetry was present. With the B form however, mere inspection of its X-ray picture gave several of the vital helical parameters. (p. 167-169)
As suggested by Watson’s personal account of the discovery of the DNA, the photo taken by Rosalind Franklin (Fig. 1 ) convinced him that the DNA molecule must consist of two chains arranged in a paired helix, which resembles a spiral staircase or ladder, and on March 7, 1953, Watson and Crick finished and presented their model of the structure of DNA (Watson and Berry 2004 ; Watson 1968 ) which was based on the visual information provided by the X-ray image and their knowledge of chemistry.
X-ray chrystallography of DNA
In analyzing the visualization practice in this case study, we observe the following instances that highlight how the visual information played a role:
Asking questions and defining problems: The real world in the model of science can at some points only be observed through visual representations or representations, i.e., if we are using DNA as an example, the structure of DNA was only observable through the crystallography images produced by Rosalind Franklin in the laboratory. There was no other way to observe the structure of DNA, therefore the real world.
Analyzing and interpreting data: The images that resulted from crystallography as well as their interpretations served as the data for the scientists studying the structure of DNA.
Experimenting: The data in the form of visual information were used to predict the possible structure of the DNA.
Modeling: Based on the prediction, an actual three-dimensional model was prepared by Watson and Crick. The first model did not fit with the real world (refuted by Rosalind Franklin and her research group from King’s College) and Watson and Crick had to go through the same process again to find better visual evidence (better crystallography images) and create an improved visual model.
Example excerpts from Watson’s biography provide further evidence for how visualization practices were applied in the context of the discovery of DNA (Table 1 ).
In summary, by examining the history of the discovery of DNA, we showcased how visual data is used as scientific evidence in science, identifying in that way an aspect of the nature of science that is still unexplored in the history of science and an aspect that has been ignored in the teaching of science. Visual representations are used in many ways: as images, as models, as evidence to support or rebut a model, and as interpretations of reality.
The focus of this case study is on Faraday’s use of the lines of magnetic force. Faraday is known of his exploratory, creative, and yet systemic way of experimenting, and the visual reasoning leading to theoretical development was an inherent part of this experimentation (Gooding 2006 ). Faraday’s articles or notebooks do not include mathematical formulations; instead, they include images and illustrations from experimental devices and setups to the recapping of his theoretical ideas (Nersessian 2008 ). According to Gooding ( 2006 ), “Faraday’s visual method was designed not to copy apparent features of the world, but to analyse and replicate them” (2006, p. 46).
The lines of force played a central role in Faraday’s research on electricity and magnetism and in the development of his “field theory” (Faraday 1852a ; Nersessian 1984 ). Before Faraday, the experiments with iron filings around magnets were known and the term “magnetic curves” was used for the iron filing patterns and also for the geometrical constructs derived from the mathematical theory of magnetism (Gooding et al. 1993 ). However, Faraday used the lines of force for explaining his experimental observations and in constructing the theory of forces in magnetism and electricity. Examples of Faraday’s different illustrations of lines of magnetic force are given in Fig. 2 . Faraday gave the following experiment-based definition for the lines of magnetic forces:
a Iron filing pattern in case of bar magnet drawn by Faraday (Faraday 1852b , Plate IX, p. 158, Fig. 1), b Faraday’s drawing of lines of magnetic force in case of cylinder magnet, where the experimental procedure, knife blade showing the direction of lines, is combined into drawing (Faraday, 1855, vol. 1, plate 1)
A line of magnetic force may be defined as that line which is described by a very small magnetic needle, when it is so moved in either direction correspondent to its length, that the needle is constantly a tangent to the line of motion; or it is that line along which, if a transverse wire be moved in either direction, there is no tendency to the formation of any current in the wire, whilst if moved in any other direction there is such a tendency; or it is that line which coincides with the direction of the magnecrystallic axis of a crystal of bismuth, which is carried in either direction along it. The direction of these lines about and amongst magnets and electric currents, is easily represented and understood, in a general manner, by the ordinary use of iron filings. (Faraday 1852a , p. 25 (3071))
The definition describes the connection between the experiments and the visual representation of the results. Initially, the lines of force were just geometric representations, but later, Faraday treated them as physical objects (Nersessian 1984 ; Pocovi and Finlay 2002 ):
I have sometimes used the term lines of force so vaguely, as to leave the reader doubtful whether I intended it as a merely representative idea of the forces, or as the description of the path along which the power was continuously exerted. … wherever the expression line of force is taken simply to represent the disposition of forces, it shall have the fullness of that meaning; but that wherever it may seem to represent the idea of the physical mode of transmission of the force, it expresses in that respect the opinion to which I incline at present. The opinion may be erroneous, and yet all that relates or refers to the disposition of the force will remain the same. (Faraday, 1852a , p. 55-56 (3075))
He also felt that the lines of force had greater explanatory power than the dominant theory of action-at-a-distance:
Now it appears to me that these lines may be employed with great advantage to represent nature, condition, direction and comparative amount of the magnetic forces; and that in many cases they have, to the physical reasoned at least, a superiority over that method which represents the forces as concentrated in centres of action… (Faraday, 1852a , p. 26 (3074))
For giving some insight to Faraday’s visual reasoning as an epistemic practice, the following examples of Faraday’s studies of the lines of magnetic force (Faraday 1852a , 1852b ) are presented:
(a) Asking questions and defining problems: The iron filing patterns formed the empirical basis for the visual model: 2D visualization of lines of magnetic force as presented in Fig. 2 . According to Faraday, these iron filing patterns were suitable for illustrating the direction and form of the magnetic lines of force (emphasis added):
It must be well understood that these forms give no indication by their appearance of the relative strength of the magnetic force at different places, inasmuch as the appearance of the lines depends greatly upon the quantity of filings and the amount of tapping; but the direction and forms of these lines are well given, and these indicate, in a considerable degree, the direction in which the forces increase and diminish . (Faraday 1852b , p.158 (3237))
Despite being static and two dimensional on paper, the lines of magnetic force were dynamical (Nersessian 1992 , 2008 ) and three dimensional for Faraday (see Fig. 2 b). For instance, Faraday described the lines of force “expanding”, “bending,” and “being cut” (Nersessian 1992 ). In Fig. 2 b, Faraday has summarized his experiment (bar magnet and knife blade) and its results (lines of force) in one picture.
(b) Analyzing and interpreting data: The model was so powerful for Faraday that he ended up thinking them as physical objects (e.g., Nersessian 1984 ), i.e., making interpretations of the way forces act. Of course, he made a lot of experiments for showing the physical existence of the lines of force, but he did not succeed in it (Nersessian 1984 ). The following quote illuminates Faraday’s use of the lines of force in different situations:
The study of these lines has, at different times, been greatly influential in leading me to various results, which I think prove their utility as well as fertility. Thus, the law of magneto-electric induction; the earth’s inductive action; the relation of magnetism and light; diamagnetic action and its law, and magnetocrystallic action, are the cases of this kind… (Faraday 1852a , p. 55 (3174))
(c) Experimenting: In Faraday's case, he used a lot of exploratory experiments; in case of lines of magnetic force, he used, e.g., iron filings, magnetic needles, or current carrying wires (see the quote above). The magnetic field is not directly observable and the representation of lines of force was a visual model, which includes the direction, form, and magnitude of field.
(d) Modeling: There is no denying that the lines of magnetic force are visual by nature. Faraday’s views of lines of force developed gradually during the years, and he applied and developed them in different contexts such as electromagnetic, electrostatic, and magnetic induction (Nersessian 1984 ). An example of Faraday’s explanation of the effect of the wire b’s position to experiment is given in Fig. 3 . In Fig. 3 , few magnetic lines of force are drawn, and in the quote below, Faraday is explaining the effect using these magnetic lines of force (emphasis added):
Picture of an experiment with different arrangements of wires ( a , b’ , b” ), magnet, and galvanometer. Note the lines of force drawn around the magnet. (Faraday 1852a , p. 34)
It will be evident by inspection of Fig. 3 , that, however the wires are carried away, the general result will, according to the assumed principles of action, be the same; for if a be the axial wire, and b’, b”, b”’ the equatorial wire, represented in three different positions, whatever magnetic lines of force pass across the latter wire in one position, will also pass it in the other, or in any other position which can be given to it. The distance of the wire at the place of intersection with the lines of force, has been shown, by the experiments (3093.), to be unimportant. (Faraday 1852a , p. 34 (3099))
In summary, by examining the history of Faraday’s use of lines of force, we showed how visual imagery and reasoning played an important part in Faraday’s construction and representation of his “field theory”. As Gooding has stated, “many of Faraday’s sketches are far more that depictions of observation, they are tools for reasoning with and about phenomena” (2006, p. 59).
The focus of the third case study is the Journal of Visualized Experiments (JoVE) , a peer-reviewed publication indexed in PubMed. The journal devoted to the publication of biological, medical, chemical, and physical research in a video format. The journal describes its history as follows:
JoVE was established as a new tool in life science publication and communication, with participation of scientists from leading research institutions. JoVE takes advantage of video technology to capture and transmit the multiple facets and intricacies of life science research. Visualization greatly facilitates the understanding and efficient reproduction of both basic and complex experimental techniques, thereby addressing two of the biggest challenges faced by today's life science research community: i) low transparency and poor reproducibility of biological experiments and ii) time and labor-intensive nature of learning new experimental techniques. ( http://www.jove.com/ )
By examining the journal content, we generate a set of categories that can be considered as indicators of relevance and significance in terms of epistemic practices of science that have relevance for science education. For example, the quote above illustrates how scientists view some norms of scientific practice including the norms of “transparency” and “reproducibility” of experimental methods and results, and how the visual format of the journal facilitates the implementation of these norms. “Reproducibility” can be considered as an epistemic criterion that sits at the heart of what counts as an experimental procedure in science:
Investigating what should be reproducible and by whom leads to different types of experimental reproducibility, which can be observed to play different roles in experimental practice. A successful application of the strategy of reproducing an experiment is an achievement that may depend on certain isiosyncratic aspects of a local situation. Yet a purely local experiment that cannot be carried out by other experimenters and in other experimental contexts will, in the end be unproductive in science. (Sarkar and Pfeifer 2006 , p.270)
We now turn to an article on “Elevated Plus Maze for Mice” that is available for free on the journal website ( http://www.jove.com/video/1088/elevated-plus-maze-for-mice ). The purpose of this experiment was to investigate anxiety levels in mice through behavioral analysis. The journal article consists of a 9-min video accompanied by text. The video illustrates the handling of the mice in soundproof location with less light, worksheets with characteristics of mice, computer software, apparatus, resources, setting up the computer software, and the video recording of mouse behavior on the computer. The authors describe the apparatus that is used in the experiment and state how procedural differences exist between research groups that lead to difficulties in the interpretation of results:
The apparatus consists of open arms and closed arms, crossed in the middle perpendicularly to each other, and a center area. Mice are given access to all of the arms and are allowed to move freely between them. The number of entries into the open arms and the time spent in the open arms are used as indices of open space-induced anxiety in mice. Unfortunately, the procedural differences that exist between laboratories make it difficult to duplicate and compare results among laboratories.
The authors’ emphasis on the particularity of procedural context echoes in the observations of some philosophers of science:
It is not just the knowledge of experimental objects and phenomena but also their actual existence and occurrence that prove to be dependent on specific, productive interventions by the experimenters” (Sarkar and Pfeifer 2006 , pp. 270-271)
The inclusion of a video of the experimental procedure specifies what the apparatus looks like (Fig. 4 ) and how the behavior of the mice is captured through video recording that feeds into a computer (Fig. 5 ). Subsequently, a computer software which captures different variables such as the distance traveled, the number of entries, and the time spent on each arm of the apparatus. Here, there is visual information at different levels of representation ranging from reconfiguration of raw video data to representations that analyze the data around the variables in question (Fig. 6 ). The practice of levels of visual representations is not particular to the biological sciences. For instance, they are commonplace in nanotechnological practices:
Visual illustration of apparatus
Video processing of experimental set-up
Computer software for video input and variable recording
In the visualization processes, instruments are needed that can register the nanoscale and provide raw data, which needs to be transformed into images. Some Imaging Techniques have software incorporated already where this transformation automatically takes place, providing raw images. Raw data must be translated through the use of Graphic Software and software is also used for the further manipulation of images to highlight what is of interest to capture the (inferred) phenomena -- and to capture the reader. There are two levels of choice: Scientists have to choose which imaging technique and embedded software to use for the job at hand, and they will then have to follow the structure of the software. Within such software, there are explicit choices for the scientists, e.g. about colour coding, and ways of sharpening images. (Ruivenkamp and Rip 2010 , pp.14–15)
On the text that accompanies the video, the authors highlight the role of visualization in their experiment:
Visualization of the protocol will promote better understanding of the details of the entire experimental procedure, allowing for standardization of the protocols used in different laboratories and comparisons of the behavioral phenotypes of various strains of mutant mice assessed using this test.
The software that takes the video data and transforms it into various representations allows the researchers to collect data on mouse behavior more reliably. For instance, the distance traveled across the arms of the apparatus or the time spent on each arm would have been difficult to observe and record precisely. A further aspect to note is how the visualization of the experiment facilitates control of bias. The authors illustrate how the olfactory bias between experimental procedures carried on mice in sequence is avoided by cleaning the equipment.
Our discussion highlights the role of visualization in science, particularly with respect to presenting visualization as part of the scientific practices. We have used case studies from the history of science highlighting a scientist’s account of how visualization played a role in the discovery of DNA and the magnetic field and from a contemporary illustration of a science journal’s practices in incorporating visualization as a way to communicate new findings and methodologies. Our implicit aim in drawing from these case studies was the need to align science education with scientific practices, particularly in terms of how visual representations, stable or dynamic, can engage students in the processes of science and not only to be used as tools for cognitive development in science. Our approach was guided by the notion of “knowledge-as-practice” as advanced by Knorr Cetina ( 1999 ) who studied scientists and characterized their knowledge as practice, a characterization which shifts focus away from ideas inside scientists’ minds to practices that are cultural and deeply contextualized within fields of science. She suggests that people working together can be examined as epistemic cultures whose collective knowledge exists as practice.
It is important to stress, however, that visual representations are not used in isolation, but are supported by other types of evidence as well, or other theories (i.e., in order to understand the helical form of DNA, or the structure, chemistry knowledge was needed). More importantly, this finding can also have implications when teaching science as argument (e.g., Erduran and Jimenez-Aleixandre 2008 ), since the verbal evidence used in the science classroom to maintain an argument could be supported by visual evidence (either a model, representation, image, graph, etc.). For example, in a group of students discussing the outcomes of an introduced species in an ecosystem, pictures of the species and the ecosystem over time, and videos showing the changes in the ecosystem, and the special characteristics of the different species could serve as visual evidence to help the students support their arguments (Evagorou et al. 2012 ). Therefore, an important implication for the teaching of science is the use of visual representations as evidence in the science curriculum as part of knowledge production. Even though studies in the area of science education have focused on the use of models and modeling as a way to support students in the learning of science (Dori et al. 2003 ; Lehrer and Schauble 2012 ; Mendonça and Justi 2013 ; Papaevripidou et al. 2007 ) or on the use of images (i.e., Korfiatis et al. 2003 ), with the term using visuals as evidence, we refer to the collection of all forms of visuals and the processes involved.
Another aspect that was identified through the case studies is that of the visual reasoning (an integral part of Faraday’s investigations). Both the verbalization and visualization were part of the process of generating new knowledge (Gooding 2006 ). Even today, most of the textbooks use the lines of force (or just field lines) as a geometrical representation of field, and the number of field lines is connected to the quantity of flux. Often, the textbooks use the same kind of visual imagery than in what is used by scientists. However, when using images, only certain aspects or features of the phenomena or data are captured or highlighted, and often in tacit ways. Especially in textbooks, the process of producing the image is not presented and instead only the product—image—is left. This could easily lead to an idea of images (i.e., photos, graphs, visual model) being just representations of knowledge and, in the worse case, misinterpreted representations of knowledge as the results of Pocovi and Finlay ( 2002 ) in case of electric field lines show. In order to avoid this, the teachers should be able to explain how the images are produced (what features of phenomena or data the images captures, on what ground the features are chosen to that image, and what features are omitted); in this way, the role of visualization in knowledge production can be made “visible” to students by engaging them in the process of visualization.
The implication of these norms for science teaching and learning is numerous. The classroom contexts can model the generation, sharing and evaluation of evidence, and experimental procedures carried out by students, thereby promoting not only some contemporary cultural norms in scientific practice but also enabling the learning of criteria, standards, and heuristics that scientists use in making decisions on scientific methods. As we have demonstrated with the three case studies, visual representations are part of the process of knowledge growth and communication in science, as demonstrated with two examples from the history of science and an example from current scientific practices. Additionally, visual information, especially with the use of technology is a part of students’ everyday lives. Therefore, we suggest making use of students’ knowledge and technological skills (i.e., how to produce their own videos showing their experimental method or how to identify or provide appropriate visual evidence for a given topic), in order to teach them the aspects of the nature of science that are often neglected both in the history of science and the design of curriculum. Specifically, what we suggest in this paper is that students should actively engage in visualization processes in order to appreciate the diverse nature of doing science and engage in authentic scientific practices.
However, as a word of caution, we need to distinguish the products and processes involved in visualization practices in science:
If one considers scientific representations and the ways in which they can foster or thwart our understanding, it is clear that a mere object approach, which would devote all attention to the representation as a free-standing product of scientific labor, is inadequate. What is needed is a process approach: each visual representation should be linked with its context of production (Pauwels 2006 , p.21).
The aforementioned suggests that the emphasis in visualization should shift from cognitive understanding—using the products of science to understand the content—to engaging in the processes of visualization. Therefore, an implication for the teaching of science includes designing curriculum materials and learning environments that create a social and epistemic context and invite students to engage in the practice of visualization as evidence, reasoning, experimental procedure, or a means of communication (as presented in the three case studies) and reflect on these practices (Ryu et al. 2015 ).
Finally, a question that arises from including visualization in science education, as well as from including scientific practices in science education is whether teachers themselves are prepared to include them as part of their teaching (Bybee 2014 ). Teacher preparation programs and teacher education have been critiqued, studied, and rethought since the time they emerged (Cochran-Smith 2004 ). Despite the years of history in teacher training and teacher education, the debate about initial teacher training and its content still pertains in our community and in policy circles (Cochran-Smith 2004 ; Conway et al. 2009 ). In the last decades, the debate has shifted from a behavioral view of learning and teaching to a learning problem—focusing on that way not only on teachers’ knowledge, skills, and beliefs but also on making the connection of the aforementioned with how and if pupils learn (Cochran-Smith 2004 ). The Science Education in Europe report recommended that “Good quality teachers, with up-to-date knowledge and skills, are the foundation of any system of formal science education” (Osborne and Dillon 2008 , p.9).
However, questions such as what should be the emphasis on pre-service and in-service science teacher training, especially with the new emphasis on scientific practices, still remain unanswered. As Bybee ( 2014 ) argues, starting from the new emphasis on scientific practices in the NGSS, we should consider teacher preparation programs “that would provide undergraduates opportunities to learn the science content and practices in contexts that would be aligned with their future work as teachers” (p.218). Therefore, engaging pre- and in-service teachers in visualization as a scientific practice should be one of the purposes of teacher preparation programs.
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ME carried out the introductory literature review, the analysis of the first case study, and drafted the manuscript. SE carried out the analysis of the third case study and contributed towards the “Conclusions” section of the manuscript. TM carried out the second case study. All authors read and approved the final manuscript.
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Evagorou, M., Erduran, S. & Mäntylä, T. The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works. IJ STEM Ed 2 , 11 (2015). https://doi.org/10.1186/s40594-015-0024-x
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We love setting goals for improvement here at the Buffer blog , and one of our most recent challenges has been this: Every post gets an original image.
This might not sound like such a tall task until you consider that Courtney and I are journalism majors whose skills lie in painting pictures with words and not so much in painting pictures with Photoshop. We try our best, in the name of visual content.
You’ve perhaps heard of visual content? The term seems to be everywhere these days. We come across it all the time as we’re curating content , and it seems that social media strategies now consider visuals as required elements.
As visual content on social networks has grown, so too has the emphasis on storytelling with pictures. Indelible, craveable, relatable images have become a high currency in the world of content marketing , and the push for visual content seems to only be getting stronger.
So what are you to do with this new focus on visuals? I’m happy to share with you some of our favorite ideas, tips, and tools.
Here are some telling stats on just how big visual content has become and how it’s changing the way we all approach marketing.
Sixty-three percent of social media is made up of images. That means nearly two-thirds of the updates you see on social media are visual content , according to a Citrix report from January.
Nearly half of all Internet users have reposted a photo or video they have found online. An equally intriguing stat from the same 2013 Pew Research Study is that 54 percent of all Internet users have posted an original photo or video that they personally have created.
Content with relevant images gets 94 percent more views than content without . This oft-cited visual content stat is evidence that visuals have been vital to online success for some time. >The original study from content platform Skyword came out in 2011.
Ninety-four percent equates to almost double the views, and the boost is noticed across all topics and categories.
Tweets with images receive 150 percent more retweets. We ran the numbers on this ourselves, comparing tweets from our Buffer account to see exactly what difference images made. The results are striking! Retweets, replies, and clicks all benefit from images. We first ran this analysis back in November, and we continue to see these stats bear out in our tweets today.
Images are the No. 1 most important factor in optimal social media content. This according to an ongoing research survey conducted by Software Advice and Adobe . More than 80 percent of survey respondents pointed to images being “Very Important” or “Important” for their marketing optimization on social. The runners up in terms of importance were hashtags and usernames.
The brain processes visuals 60,000 times faster than it does text. We are wired to take in visual content faster and more effectively than we are words. Ninety percent of the information sent to our brains is visual ; we’ve been trained to consume visual content as quickly as we can.
Here’s a great visual representation of this data from >the Optimal Targeting blog :
To recap, many of the big, important stats on visual content are summed up nicely in>this infographic from Matter’s Studio-C . The stats below paint a strong picture of how vital visuals are for marketers.
We love breaking down topics into the origins of why something works (or doesn’t work), and these deep dives often lead us into psychology and science . I found the same to be true for visual content. There’s a lot of neat psychological and scientific explanations for why visuals can be so powerful and what goes into creating an awesome image. Here are four of my favorite learnings.
Have you ever fallen in love with a design but couldn’t explain why?
These visceral reactions are some of the strongest connections we can make to visual content . When we feel a visceral reaction, we are responding from the part of the brain responsible for survival instincts and fight-or-flight responses. The response is subconscious. It originates from the central nervous system whenever we’re stimulated by vital factors like food, shelter, danger, or reproduction. We might not be able to explain why we love a beautiful design because our conscious thought hasn’t yet caught up with our subconscious.
The trick with making visceral reactions work in visual content is being aware of the feelings that your images and video evoke. If you can elicit a survival-type response—pictures that hint at safety by showing a home or a field, for instance—you may be able to tap into a visceral reaction.
Here’s a photo that earned a visceral reaction from me, possibly due to the feeling of security with a key and the calming colors.
The Rule of Thirds is a method for composing the elements of an image to be visually pleasing and to be in sync with the way our eyes prefer to scan an image. Photographers know the Rule of Thirds well; it is a foundational piece of photography.
The way it works is by dividing an image into a grid of thirds both horizontally and vertically. Basically, put a tic-tac-toe board on an image.
The tic-tac-toe board creates intersections of lines, and according to Rule of Thirds, these intersections are where the eye is most likely to be drawn.
The design lesson here is to place your key elements along these intersections . Avoid placing a key element right in the center.
The Golden Ratio is where the ratio of a smaller segment to a larger segment is the same as the ratio of a larger segment to the sum of both. Confusing? It’s quite a bit easier to see this one explained in a graphic , like this one from Vanseo Design:
This ratio could appear in terms of width and height of an image or in the way that a blog page is composed with the main content and sidebar. (There’s even a handy tool for figuring out the Golden Ratio for web typography .)
For images, this ratio creates a Golden Rectangle. The Golden Rectangle, when you dissect it into smaller and smaller Golden Rectangles, forms a spiral shape that is often present in nature, architecture, and art.
To find the Golden Ratio for an image you’re creating, you can apply a little algebra to the height and width . For example, if you know that the height of your image will be 400 pixels, you can multiply 400 x 1.618 to find the width: 647 pixels.
To check if your image is “golden,” you can divide the width by the height. Depending on how you divide, the golden answer will be either 1.618 or 0.618.
The Fibonacci Sequence is a series of numbers where the next number in the series is the sum of the previous two numbers. Here’s how the sequence starts:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144 …
These numbers are found commonly in classical creative works and in nature, and they have a neat tie-in with the Golden Ratio. Dividing any number in the Fibonacci Sequence by the previous number will result in an approximation of the golden number 1.618—the basis for the Golden Ratio.
The grid below is shows the marriage between Golden Rectangles and Fibonacci Sequence numbers.
Ross Johnson of 3.7 Designs has a lot of neat tips on how science can inform design. Here’s his take on the Fibonacci Sequenece:
Patterns based on the sequence are intrinsically aesthetic and therefore should be used in the composition of our designs. This sequence can be used to create visual patterns, create shapes, organic figures, build grids or dictate sizing and ratios.
What are we specifically talking about when we talk about visual content? I sometimes lose track of this myself. There will eventually be an end product to a visual content strategy. Here are the most common ways that marketers create visual content.
While thinking about the ways to fulfill a visual content strategy, you’ll also want to beware some of the common pitfalls of visual content. Kathryn Aragon does a great job summarizing the trouble spots to an unfocused visual strategy.
Images should not be: Inserted willy-nilly, just to have an image. Trite or overused stock photos. Thought of only as share-bait. Boring or irrelevant.
It may also be helpful to keep in mind how your visual content will be displayed across various social networks. Take Twitter’s inline images for instance. The default viewable portion of an inline image is 440 pixels wide by 220 pixels tall. Images outside this 2:1 ratio will risk getting cropped at inopportune places, like this example the St. Louis Cardinals’ timeline.
Media Bistro has a great collection of all the sizes you need to know for visuals on all the major networks : Twitter, Facebook, Google+, LinkedIn, Pinterest, Instagram, and YouTube. Here’s a peek at what they suggest for a Facebook sponsored post. (Click through for a complete view of all the helpful image dimensions for all networks.)
As a non-designer, I am quite dependent on the amazing tools at Canva to get a lot of my design work done. The setup with Canva is super easy. You can choose from a number of premade templates or design your own from scratch. The drag-and-drop interface makes it quite intuitive to add different elements, and each of the elements has advanced options for editing as well.
One of my favorite features is that the elements align to grids automatically. You can line up a series of elements with relative ease.
Bonus tip: For super fast image adjustments like cropping or scaling, I’ve found BeFunky to be an indispensable tool. You can upload, edit, and save an image without even signing in.
A go-to tool for many amateur designers is presentation software like PowerPoint. If you think of slides as images, it’s easy to see how this tool could be useful for building out visual content. You can set images as backgrounds, add text and typography, and place icons and graphics.
When you save in PowerPoint, choose to save as an image , and you’ll be set.
Bonus tip: For a cloud version of PowerPoint, you might be interested to try Google’s Presentation tool found in Google Drive.
Screenshots are perhaps the easiest way of adding visual content, provided you have a reliable screenshot tool. We use Skitch , a product of Evernote, for our screengrabs. Skitch has some helpful annotation features that look good and are easy to implement.
Bonus tip: If you’d rather run things lean, you can use keyboard shortcuts to do simple screengrabs:
Of course I couldn’t help but mention the most popular image creation tool out there: Photoshop . If you have the time, skills, and resources to use Photoshop for your visual content, then you’re likely to find a lot of helpful features and tools to building pretty much anything you could want.
Bonus tip: If you’re after a free version, you might want to try Gimp , which has a lot of similar features and tools but is completely free.
With Place It , you can create some really striking visuals for promotional content of new tools and services. You can add your product’s screenshots right into awesome-looking stock photos and even interactive backgrounds. Here’s what the Buffer Blog would look like when added to a Place It graphic:
I’ve come to rely on a lot of little tips for making visual content for Buffer blog posts. It’s great to have a few tricks in your pocket when it comes to design. Here are a few of my favorites.
The Rule of Thirds highlights the importance of grids when it comes to framing a photo. Grids can also play a big role in creating images that look great. In this sense, you could look at creating a collage with many images in a grid or placing a frame around a photo. Grid techniques give order and professionalism to your images .
Bonus tip : It’s much easier to overlay text onto a grid of images. The text really pops when it rests on top of solid lines.
Why might a filter come in handy? When you’re pulling images from a wide variety of sources for your blog, filters can provide a sense of consistency across the visuals. A consistent filter could even make your posts more recognizable in social media , which becomes especially important as timelines fill with visuals.
Take a look at the following two pictures, before filter and after filter:
If your brand doesn’t have a set palette of colors or two to three go-to fonts, then now might be the time to find some. Consider how the colors and fonts that you choose portray your brand . One thing to keep in mind might be the psychology of color: Colors trigger different feelings for us . This image>from PowerText shows how different colors (and different logos) tend to make us feel.
Bonus tip : When you’re designing with color, keep in mind the concept of semantic resonance . This basically means that, when possible, use colors that fit the topic you’re talking about. In infographics, this would mean displaying data about Google+ with a red bar and data about Twitter with light blue.
We’ve come across a huge number of free stock photo sites in our search for visuals for the blog. It’s often difficult to decide what exactly makes for a good photo. When we’re searching at Buffer, we tend to think abstract: If we’re doing a post on Facebook followers, we might try a search for “lines” or “queues” rather than a search for the Facebook logo. When choosing the right picture, you can keep in mind many of the lessons relayed from the psychology and science of visuals: Search for visceral reactions, go with bright bold colors, look for the Rule of Thirds and the Golden Ratio .
Bonus tip : Social media agency Laundry Service found that Instagram photos make for more effective advertising imagery than stock photos . Might be worth experimenting with for your next campaign.
Writing on the Harvard Business Review blog , Gareth Cook of The Best American Infographics mentioned a few key areas of the most successful infographics. Cook believes that the key is to distill lots of information into an easy-to-read, intuitive layout:
Give people a sense of all the data that’s out there, and enough context, without overwhelming them.
And being humorous doesn’t hurt either. Some of his favorite infographics are heavy on the whimsy. Here’s an example:
As we’ve pushed forward with visual content for the Buffer blog, we’ve learned a lot and continue to experiment with new tips and tools. We’d love to hear what you’ve discovered, too!
What types of visual content do you most enjoy? Which are the ones that work best for you? It’d be awesome to hear your thoughts on the topic. Share any and all ideas here in the comments.
P.S. If you liked this post, you might enjoy our ">Buffer Blog newsletter . Receive each new post delivered right to your inbox, plus our can’t-miss weekly email of the Internet’s best reads. ">Sign up here .
Image credits: Dave Chapman , 3.7 Designs , Pew , >Skyword , The Next Web , Vanseo Design , Hong Kiat , Dan Farrelly , Wikipedia , PowerText , Chang-JJ , Mighty Hive , Death to the Stock Photo .
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A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts that represent ideas and information as boxes and circles with labeled arrows in a downward-branching hierarchical structure. It is a graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge.
Concept mapping was developed by Joseph D. Novak in the 1970s as a means of representing the emerging science knowledge of students. It has subsequently been used as a tool to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business. Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge.
Concept maps are used to stimulate the generation of ideas and are believed to aid creativity. Such mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas and we can use it for wide variety of areas, to just name a few:
Concept map can be a map, a system view, of a real (abstract) system or set of concepts. Concept maps are more free form, as multiple hubs and clusters can be created, unlike mind maps, which typically emerge from a single center.
Topic map – Concept maps are rather similar to topic maps in that both allow to connect concepts or topics via graphs.
Mind map reflects what you think about a single topic, which can focus on group brainstorming.
Concept maps are visual representations of information that are especially useful for those who learn better visually. They are a powerful brainstorming strategy by starting with higher-level concepts and also help you chunk information based on meaningful connections. In other words, knowing the big picture makes details more significant and easier to remember. Concept maps work very well when it is important to see and understand the relationships between different things. They can also be used to analyze, compare and contract information.
Making one is very simple and there is no right or wrong way to make a concept map. The one key step is to focus on the ways ideas are linked to each other. You try following the steps listed below:
Edit this Concept Map Template
A Concept Map is a visual representation that shows the relationship between ideas, concepts, images, and other related information. It is a popular method used by brainstorming new ideas and innovation as it makes it easy for people to organize, structure and display the knowledge they have gained on a particular subject. Concept maps are often used as a way to develop logical thinking by revealing connections among these concepts to form a larger whole in an easy-to-understand and easy-to-remember structure.
A concept map is a visual organization and representation of knowledge. It shows concepts and ideas and the relationships among them. You create a concept map by writing keywords (sometimes enclosed in shapes such as circles, boxes, triangles, etc.) and then drawing arrows between the ideas that are related. Then you add a short explanation by the arrow to explain how the concepts are related. You can follow the steps listed below for creating a concept map:
Visual Paradigm Online allows you to visually depict a system of relationships by creating a map in which nodes represent ideas or facts, and lines or connectors between nodes represent relationships (for example, cause-and-effect relationships, category and sub-category relationships, and so on).
VP Online comes with a simple drag-and-drop editor that lets you build beautiful Concept Maps effortlessly. It is so intuitive that allows you to pay more attention to the design itself without spending a lot of time learning the software.
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Home > Presentation Ideas > Presentation Graphics > Visual Representation Ideas
Here are some visual ways to represent business ideas inspired by my son’s Physics text book. Visual ideas are all around us, if only we have the mind to look for them.
One of the common questions we get in our ‘Visual presentations workshops’ is – “Where can we get the inspiration for visualizing business ideas?”
Our answer has always been – “Look around – you will find your inspiration”. We practice the philosophy all the time.
One day, as I was browsing through my son’s physics text book – I found a wealth of wonderful concepts that I could apply directly to a business situation. This article is a result of that inspiration.
Example 1: Property of a bi-convex lens
A simple bi-convex lens focuses light rays to a specific point. I am sure you’ve done experiments, like focusing sun’s rays on a piece of cotton using a magnifying glass (a biconvex lens). The power of focus is such that cotton burns in a few moments.
That simple scientific fact led us to create this useful diagram template:
The diagram can be used to explain the power of collective vision. When different departments in a company work together under a collective vision, no target is unachievable.
Just by including the visual of a target, we converted a ray diagram in physics to a business diagram template.
Related: 3D target diagram tutorial
Example 2: Property of a prism
The next subject in the text book was about prisms. A prism is used to split light into its components.
I found the idea quite suited to a corporate environment and we created this diagram template:
The diagram helps you explain the role of a leader in assigning tasks to a team. Instead of assigning tasks arbitrarily, let your ‘team goal’ be the guiding prism to determine the tasks that need to be assigned to accomplish the goal.
Related: Using Visual Metaphor in PowerPoint
Example 3: The power of pulleys
A pulley is a wheel on an axle. When used in tandem, pulleys can help you lift astonishing amount of weights with minimum effort.
This seemed a perfect concept to showcase the power of team work in an organization. So, we created this useful diagram template:
Just as pulleys lift astonishing weights by working in tandem and distributing the load equally, a good team can achieve the impossible by working in synergy.
Related: More Concept Ideas from PowerPoint CEO Pack
Inference about visual representation:
We have all read so many scientific concepts and principles in our schools. We never bothered to see their application in a corporate environment.
When you spend a little time to think, you would be amazed to find the number of principles that help you visualize your business ideas and concepts in a presentation.
Inspiration for business presenters:
Sometimes, it is not easy to get enough inspiration to visualize innovative concepts for your business presentations. Do go through the articles in this visual presentations section to find more ideas for your next presentation.
Related: Useful PowerPoint Concepts: Lock and Key Diagram
Related: Using Visual Metaphors for Business Concepts
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Brainstorming is a popular technique used by teams looking to come up with a large number of new and innovative ideas quickly and easily. But doing it effectively can be a challenge, especially for remote teams. Visual collaboration tools can make brainstorming easier by providing a shared space where team members can contribute and share their ideas visually. These tools can help to break down barriers, spark new ideas, and facilitate better communication and collaboration.
In this blog post, we will explore how to use visual collaboration tools to brainstorm:
Mind mapping, mood boards.
Visual collaboration tools are essential for generating creative ideas. They boost creativity, improve communication, and enable easy sharing, organizing and documenting.
Increased Creativity Visual collaboration tools encourage participants to think visually, fostering creativity by enabling them to explore concepts in different ways. With an infinite canvas like the one offered by Creately, teams have the freedom to expand their creative boundaries further. This dynamic canvas allows for limitless brainstorming possibilities, including visual aids like images, diagrams, and more structured methods such as mind maps, providing a vast and unbounded space for creative thinking.
Pre-Designed Templates Templates offered in a visual collaboration tool can be really helpful in brainstorming and problem-solving processes. These pre-designed frameworks offer a clear starting point, save time and guide the users in a structured process for generating ideas. The visual representation of ideas can help with organizing generated ideas, as well as the thought process during brainstorming. Creately offers a range of brainstorming templates such as Mind Mapping, SWOT Analysis, Affinity diagramming, and more.
Improved Communication and Collaboration Visual collaboration tools go beyond geographical boundaries, enabling teams to collaborate seamlessly, regardless of their physical locations. In a tool like Creately, features like real-time editing, commenting, and spotlighting makes it easier to communicate during brainstorming sessions. This creates a more interactive and collaborative environment, where team members can build on each other’s ideas, leading to more creative solutions.
Sharing and Access Controls Visual collaboration tools provide various sharing options, making it easier to share brainstorming content, and also ensure that the right people have access to the information. Whether it’s sharing a link, inviting specific collaborators, or setting viewing permissions, these tools offer control over who can participate and contribute. In Creately, you can define the sharing capabilities to your team and guests. This promotes information security and accessibility to authorized team members only.
Organizing and Documenting Ideas One of the key advantages of visual collaboration tools like Creately is they serve as a great platform to effectively organize and document ideas generated during brainstorming sessions. Creately’s collaborative whiteboards allow teams to capture ideas in real-time, and with features like sticky notes, shapes, and connectors help document ideas. Creately also provides a folder management system to organize your workspaces with custom sharing permissions.
There are several types of visual collaboration tools that can be used for brainstorming and idea generation. These tools cater to different needs and preferences, allowing teams to choose the one that best suits their workflows and objectives. Some common types include:
Mind mapping tools help create hierarchical diagrams that represent ideas and concepts in a structured way. These tools are excellent for organizing and visualizing complex ideas during brainstorming sessions.
Mind Mapping using a Visual Collaboration Tool:
For more information, read how Creately facilitates problem solving with Mind Mapping: Visual Problem Solving .
Flowcharts are a type of diagram that can be used to visually represent the steps in a process. They can be a valuable tool for brainstorming, as Flowcharts help team members to identify the different steps involved in a process and to see how they are interconnected.
Brainstorming with Flowcharts on a Visual Collaboration Tool:
For more information, see how Creately helps teams to visually represent their ideas, processes, and decisions using Flowcharts.
Mood boards are visual collages that can be used to communicate a particular style, feeling, or atmosphere. Mood boards can also be used to brainstorm solutions to problems. For example, a team could use a mood board to brainstorm design ideas for a new product or a new marketing campaign.
Brainstorming using Mood Boards on a visual collaboration tool:
For more information on how Creately can be used in Mood Boards, see Mood Board Examples .
Visual collaboration tools offer a dynamic and flexible solution for teams and individuals seeking to foster innovation and creativity. These tools provide a collaborative canvas where ideas can flow freely, transcending geographical boundaries and facilitating effective communication and collaboration. With a range of options available, it’s crucial to align the choice of tool with specific project needs, whether it’s complex product development or rapid idea generation. By embracing visual collaboration tools and techniques, individuals and teams can elevate their brainstorming sessions and unlock many innovative possibilities.
Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.
Paramee is a technical writer who thrives in bridging the gap between complex technical subjects and accessible, engaging prose. Outside of her professional pursuits, she finds solace in the exploration of oceans and jungles.
Every day, you present new math ideas to students. From strategies to solutions to entirely new concepts, your kiddos can’t escape learning about math ideas on the daily… Not that they would want to, right? 😉
Joking aside, the truth of the matter is just that: some students would prefer to avoid learning new math ideas as much as possible. Math is quick to be branded in their little minds as “too hard” or “too confusing.” Even the most math-happy students can still experience burnout. Unfortunately, our modern-day classrooms don’t always allow much time to slow down, either–as educators, we’re pushed to get through the curriculum in a strict timetable with little opportunity to dwell on a topic if students are struggling.
In that case, it seems as though we’re better off if we preemptively head off problems before they begin. But how, exactly, can we do that?
Differentiation . You know, my all-time favorite word. I’ve only written, oh… Over a hundred blog posts about it!
Differentiation in math is a given, but how do we differentiate material when we first introduce a new math idea? After all, during the introduction phase, we don’t even know which students will struggle and how we can help quite yet. Well, as I mentioned earlier, we’re going to be preemptive about it! If we combine what we know about different learning strategies and the various ways to introduce new topics, then we can come up with several diverse methods to represent math ideas.
Let’s get started!
First and foremost, we’ll talk about my favorite method: physical representation of math ideas. Or, in other words, hands-on math! Anyone who knows me knows that I’m a huge advocate for hands-on learning, and for good reason–it works. It’s been shown time and time again that hands-on learning promotes a deeper understanding of math ideas by allowing students to actively engage with the concepts at hand, developing number sense and critical thinking skills.
At its core, physical representation in math refers to using tangible objects (manipulatives, base-ten blocks, etc.) to represent and explore concepts. When students use base-ten blocks to explore place value, or use fraction strips for fraction operations, the math ideas become “real” for them rather than an abstract notion that is difficult to comprehend.
In this way, physical interaction helps cement these concepts beyond rote memorization. We want students to truly understand math ideas–why strategies work and why they don’t, why a solution makes sense, and so on rather than simply memorizing numbers for the exam.
Most educators will have basic resources in their classrooms already for physical representation, such as base-ten blocks or pattern blocks. Others, such as fraction strips, can be created yourself with a little elbow grease. Even more resources are available online, such as my Place Value Sliders manipulative, and there are plenty more out there! You can find or create a physical representation for nearly all math ideas if creative enough.
While I adore physical representation in math, visual representation is certainly a worthwhile backup for those math ideas that are tricky to convey physically. Visual representation refers to the practice of using pictures, including graphs, charts, and diagrams, to represent a concept.
One of the most common examples of visual representation in the classroom is through number lines. For example, when teaching multiplication strategies , number lines are used as the foundation for skip counting. Another common example of visual representation is during your measurement unit–if your kiddos are anything like mine, they’re always engaged and captivated by all the colorful bar graphs!
As a baseline rule, when all else fails, I draw a picture, and I encourage my students to do the same. Providing students with something definite to picture when thinking over a math problem is invaluable. Similar to physical representations, visual representations of math ideas help make abstract concepts more concrete by providing students with a deeper understanding and, of course, developing number sense.
Symbolic representation is a natural part of the math-teaching process. Whenever you draw symbols on the whiteboard or include them on your worksheets, you’re using symbolic representation for math ideas. Symbolic representation is simply that–using symbols, such as numbers, plus signs, parentheses, and so on to represent an idea. When we write 2 + 2, our minds automatically translate the symbols to mean “two added to two.”
However, our students don’t have the decades of math knowledge like we do. When they first see these symbols, they look like a foreign language–because they are! Only through repeated experience can they learn this mathematical language of symbols.
Symbolic representation is vastly significant to laying a strong foundation for our elementary students. As they become fluent in mathematical symbols, students develop algebraic thinking–a much-needed tool for success in their later educational careers–and further their understanding of mathematical language as a whole. Due to its importance, it is essential to help young students understand symbols in math. If you’re interested in learning more, check out my blog post on the CRA (concrete, representational, and abstract) method.
A common strategy for teaching symbolic representation is to teach math ideas concretely at first, using visual and physical representations as mentioned previously. Once students have a sufficient understanding of the concept, then you may introduce symbols.
Keep in mind, however, that symbols are abstract. This means that students may struggle with comprehending them as well as they do concrete symbols. It helps to continue to remind students of concrete representations while moving through symbolic representation. Don’t be afraid to move back to physical and visual representations to clear up any confusion!
Similarly to symbolic representation, linguistic representation (sometimes referred to as “verbal representation”) is another facet of math ideas that we tend to implement naturally throughout our math lessons. Using phrases such as “greater than” to represent inequality and “sum” to represent the result of addition are all examples of linguistic representation of math ideas, and they go to show how common linguistic representation can be in our classrooms–certainly you’ve used these phrases at least once!
So how can we implement linguistic representation intentionally and in a manner that is most beneficial to our students? I think it bears repeating that, just like with the symbols of symbolic representation, the language of math is just that–an entirely new language to your students. Be conscious of the fact that your students are learning this new language!
In everything, repetition is key. While you shouldn’t necessarily start throwing huge words at your students, you also shouldn’t shy away from speaking this mathematical language altogether. At the risk of sounding like a broken record, you know your classroom best! Try to strike an even balance between challenging your students but not overwhelming them.
The significance of linguistic representation of math ideas stems from the fact that students should be able to verbally explain not only the math problem and solution, but also clearly communicate their thought process as they work through it. This is why I am a huge supporter of think-pair-share , especially in math! Just about every single math workshop unit of mine uses think-pair-share at some point, and for good reason. Verbally working through a problem with their peers helps to clarify students’ thinking processes and strategies. Regular use of think-pair-share is an excellent way to take advantage of linguistic representation.
Another easy way to implement linguistic representation in your classroom is to make it a habit to think out loud. When you are writing a problem on the whiteboard, drawing a picture, showing a strategy, or anything else, explain what you’re doing and why you know you’re doing it correctly. Alternatively, you can make mistakes on purpose, and ask students to share with a partner why they know you’re incorrect. Encourage students to use appropriate “math language!”
Contextual representation of math ideas is the answer to the age-old question: “ When are we ever going to use this in real life? ” By providing real-world context to your math ideas, you can head off that question before it even pops up! In addition, including context helps students understand the importance of math ideas as well as making them more meaningful.
Some common examples of real-world context include connecting money to decimals, or connecting recipes to fractions. While there are plenty of examples of context you can provide for your students, it is also beneficial to have your classroom brainstorm their own examples. Encourage them to make their own contextual connections as a class–the more examples, the better, as students will be able to see how versatile and important math is in nearly every facet of life.
One of my favorite ways to provide contextual representation of math ideas is through project-based learning. From fraction feasts to building a town using area and perimeter, project-based learning provides real-world context to math ideas by showing students just how abundant math is! Like it or not, math is everywhere… So you may as well pay attention in class, right? 😉
By using a variety of these representations and forging connections between them, we as teachers can help students understand math ideas in multiple ways and support diverse learning styles. Differentiation is always the name of the game: students who struggle with one type of representation may be able to understand the concept more readily when presented with another type of representation.
Having a diverse learning environment is essential to enriching your students’ education and setting a strong foundation for their scholarly careers. Get students involved and engaged, and they’ll learn more than ever before.
That being said… Get out there and teach some math!
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Tools for creating simple infographics and data visualizations. 1. Piktochart. Piktochart is a web-based tool that has six decent free themes ( and a whole bunch more for the paid version) for creating simple visualizations. You can drag and drop different shapes and images, and there is quite a bit of customization available.
Think of diagrams as visual representations of data or information that communicate a concept, idea, or process in a simplified and easily understandable way. ... A mind map starts with a central idea and expands outward to include supporting ideas, related subtopics, concepts, or tasks, which can be further subdivided as needed. The branches ...
Visual representation simplifies complex ideas and data and makes them easy to understand. Without these visual aids, designers would struggle to communicate their ideas, findings and products. For example, it would be easier to create a mockup of an e-commerce website interface than to describe it with words.
4. Charts and graphs. Charts and graphs are visual representations of data that make it easier to understand and analyze numerical information. Common types include bar charts, line graphs, pie charts and scatterplots. They are commonly used in scientific research, business reports and academic presentations.
2 Be Minimal. Using a minimal design composition is one of the unique presentation ideas. The trick is to have just enough information and visual details for the viewer to feel comfortable seeing the slides. A minimal design can instill calm and awe in your audience when done right.
The people over at Funders & Founders shared this interesting infographic recently, with 33 different ways to visualize your ideas. Unleash your inner creative and challenge yourself to try one of ...
Each type of visual has strengths and weaknesses. Charts and Graphs. Charts and graphs often simplify presenting complex data sets in a concise manner that summarizes a state or condition. They are effective because visual representation transforms numbers and abstract concepts, revealing the most important aspects of the information.
7. Express yourself visually to get your point across in an engaging way. You don't need any artistic abilities to create great visuals (I'm one of those people who can only draw stick figures ...
Types of Visual Representation for Improving Conceptual Understanding. Graphs, spider diagrams, cluster diagrams - the list is endless! Each type of visual representation has its specific uses. A mind map template can help you create a detailed illustration of your thought process. It illustrates your ideas or data in an engaging way and ...
Page 5: Visual Representations. Yet another evidence-based strategy to help students learn abstract mathematics concepts and solve problems is the use of visual representations. More than simply a picture or detailed illustration, a visual representation—often referred to as a schematic representation or schematic diagram— is an accurate ...
Here are some imaginative ideas to consider: 1. Themed Vision Boards. Travel Board: If wanderlust runs in your veins, create a board dedicated to all the places you want to visit. Incorporate maps, postcards, and travel quotes. Career Aspirations: Dedicate a board to your professional goals.
First, consider what matters most to you. Take a moment of self-reflection and figure out what's most important to you, says Larry. Think about the one or two areas of your life you really want to change, and focus on the words they elicit. Then, decide if your vision board should represent short-term or long-term change.
Summary. Not long ago, the ability to create smart data visualizations (or dataviz) was a nice-to-have skill for design- and data-minded managers. But now it's a must-have skill for all managers ...
Consider post-it notes and writing down the steps to take to achieve a particular vision. Consider having a smaller board or increasing the size of the pictures you're posting on the board. This forces you to put fewer things and focus on the visions that matter more to you. 5. Make Your Visions Emotional.
"Pouring your information into a visual representation has the benefit of making ideas tangible. It motivates people to have a conversation or discussion about it. It's also a lot easier to spread information this way, as pictures have the power to create a lasting impression within an instant." Jonny Daenen - My background lies in Big Data. I ...
Apr 30, 2020 - Explore Melinda Scheetz's board "Visual Representation Examples", followed by 119 people on Pinterest. See more ideas about visual representation, visual, representation.
Some possible visual presentations include infographics, charts, diagrams, posters, flipcharts, idea board, whiteboards, and video presentation examples. An infographic is a collection of different graphic visual presentations to represent information, data, or knowledge intended more visually quickly and clearly to grab the audience's attention.
The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. Despite a wealth of research in science education on visual representations, the emphasis of such research has mainly been on the conceptual understanding when using ...
Here's a great visual representation of this data from >the Optimal Targeting blog: To recap, many of the big, important stats on visual content are summed up nicely in>this infographic from Matter's Studio-C. The stats below paint a strong picture of how vital visuals are for marketers. 4 lessons on the psychology and science of visual content
A Concept Map is a visual representation that shows the relationship between ideas, concepts, images, and other related information. It is a popular method used by brainstorming new ideas and innovation as it makes it easy for people to organize, structure and display the knowledge they have gained on a particular subject.
The diagram helps you explain the role of a leader in assigning tasks to a team. Instead of assigning tasks arbitrarily, let your 'team goal' be the guiding prism to determine the tasks that need to be assigned to accomplish the goal. Using Visual Metaphor in PowerPoint. Example 3: The power of pulleys. A pulley is a wheel on an axle.
Mind Mapping using a Visual Collaboration Tool: Create a Central Idea: Start by placing a central idea or topic at the center of your digital canvas within the visual collaboration tool. This idea serves as the focal point for your brainstorming session. Branch Out: Create branches going outward from the central idea.
You can find or create a physical representation for nearly all math ideas if creative enough. 2. Visual Representation of Math Ideas. While I adore physical representation in math, visual representation is certainly a worthwhile backup for those math ideas that are tricky to convey physically.