| Abstract [eng] |
Objectivised phenomenon in science education and their elements, revealed for students in the homogenised visual form, stimulate development of the Subject consciousness within the context of learning. By stressing this, the use of visualisation during lessons of Biology, Physics, Geography and Mathematics becomes relevant not only philosophically – culturally, but psychologically as well. The perceiver is given especially simplified information of various dimensions, forms, colours, sizes and other characteristics, which activates the perception of learners, better and easier understanding of complex objects, imagination, which contributes in imagining and restoring objects and their interactions, invisible by other means (Rule, 2005), attention, helping to concentrate deeper to follow and to remember the information, as well as memory (Cook, 2006; Card, 1999, Folorunso, Ogunseye, 2008), which is obligatory for epistemic application of the gained knowledge in practice. The named psychological processes can be identified as cognitive, application of which affects the construction of more versatile mental models (Tasker, Dalton, 2008) in the memory, combining the verbal and visual schematic totality of codes, influencing the more effective assimilation of information of educational purpose as well as the formation of correct models in science education (Gilbert, 2008). It has been scientifically confirmed that application of visualisation during lessons of Biology, Chemistry, Physics, Geography and Mathematics leads to the higher interest of students in educational content (Wu, Shah, 2004; Cook, 2006, Oller, 2006; Hai-Ning Liang, Kamran Sedig, 2010) and phenomenon of nature. |
