| Abstract [eng] |
Visual thinking is essential for all people living in post-modern age where the visual information is growing as quicker as it is possible and human must have competences to comprehend and evaluate visual codes critically. At least there are few discussions in the training of visual thinking field that is why it is important to explore this area which can help for educators to organize more teaching process in all levels of the education. Also it is still unknown the ontogenetic aspects of visual thinking – what is typical for visual thinking in childhood of primary school and in younger and older adolescence? What are the possible views that are forming ontogenetically? What might be recommended for educators for visual thinking training? According to these questions there was formulated the object of the research – the ontogenetic aspects of visual thinking training The goal of the research – to estimate ontogenetic aspects of visual thinking training Methodology of the research. There were participating 300 seven-eight years old children, 295 fourteen-fifteen years old teenagers and 307 twenty and twenty one year old students. These groups meet the requirements of the sample and this leads to the opinion that all data will be typical for all possible research population in Šiauliai. There were 903 participants in the research. There were used 12 colors pencils and 6 A4 format papers ripped in half in the research. The participant were asked to draw by varies forms and colors 6 concepts taken from Osdgood semantic differential methodology. There were collected 5418 drawings. Conclusions: 1. Visual thinking is the system of mental operations that includes all actions of thinking connected with external and internal view. The parts of visual thinking structure are visual perception, imagery and visualization. 2. There are paying lots of attention to the visual thinking training in preschoolers’ education: there are identified methods and modes, how to train each post-structure of visual thinking. Whereas, there are several discussions in the area of visual thinking training in teenagers‘ and adults‘ education. There are mentioned only three modes of visual thinking training; they are visualization, the usage of visual aids and the tasks of imagery stimulation. 3. Mostly visual thinking is accentuating in science and art education because of the importance of visual perception and representation aiming to comprehend the concepts of these range and to get the qualitative background. The importance of visual thinking is accentuating in mathematics because of the role of spatial abilities. Visual thinking is also essential in language teaching area because of visual literacy as a group of competences influenced by visual thinking abilities. 4. The evaluation of the ontogenetic aspects of visual thinking shows: a) children are thinking in concrete images, the visual thinking in later adolescence is becoming weakly abstract or absolutely abstract; b) children are using the more colors in their drawings comparing them with the drawing other groups; c) children are coloring the biggest part of the paper than young adolescents and older adolescents; d) for each concept participants were applying the mostly used and common colors: for visual expression of “power” concept all groups were using red color; for visual expression of “weakness” concept all groups were using blue, yellow and red colors; for visual expression of “activity” concept all groups were using red, blue and green colors; there are now common colors for expressing “passivity” concept; for visual expression of “orderliness” concept all groups were using brown, green and red colors; for visual expression of “chaos” concept all groups were using black, lilac and red color. 5. There was found statistically important but weak and very weak relation between abstractness of visual thinking and the age. Also data encloses statistically important but weak and very weak relations between the abstractness of the concepts. There was found statistically important but weak and very weak relation between abstractness of number of colors and the age; between the colors in the concepts; the number of colors are diminishing when the age of human is growing. The last, there was found statistically important but weak and very weak relation between abstractness of quantum of colors and the age, quantum of colors in the concepts. The colored area in the drawings is diminishing with the growing age. The work is considered of preface, the vocabulary of the main words, 4 sections, conclusions and recommendations, references and appendix. |
