Introduction
The advancement in technology has facilitated the practice of visual representation as means of communicating knowledge. Currently, most educators have resorted to using emerging high tech to enable them to pass intended information to the audience. Some of the renowned visual communication includes videos, pie charts, infographics, slide decks, screenshots, and animated GIFs. Incorporating visuals in the messages, makes the details appear conspicuous and easier to remember after the session is complete. Using visual representations allows students to see unseen information, creating a sense of evidence thus improving their ability to reason effectively.
Discussion
Generally, in mathematics, the concepts usually deal with figures and ideas that are not common and different from most objects. For instance, the aspect of geometry might sound strange and confusing to the learners.in such cases, most students are more likely to not see the information being portrayed in the idea. However, by using representations, it becomes easier for the educator to display what the concepts imply in charts, figures, and videos to enable students to obtain the necessary details (Vom Brocke et al. 9). The approach facilitates the ability of learners to interpret and relate the new information based on the corresponding visuals. In other words, the students can easily reflect the diagrams, pictures, and even the animations in their minds making them see the exact details of the data presented.
Furthermore, assuming the teacher has a large number of students in the class, sometimes it mind be challenging for the learners at the back to see the fine details such as calculations on the wall. However, using visual representations such as videos, the content can be easily zoomed to enlarge the size making it possible to detect from a distance. The approach hence allows all the students in the classroom to see the minor details in the first round which is essential for their understanding (Lowrie 734). In other words, the learners will be able to grasp the knowledge accordingly and thus improve their general understanding. Similarly, presenting mathematical details in symbols is crucial in allowing the learners to perceive the properties of the given data. When math is presented in this form, it is easier to understand as well as solve unlike when the content is provided in words.
Similarly, in the case of human science visual representation plays a significant role in facilitating the ability of educators to pass knowledge. For instance, when the details of the social background of a given community are elaborated on using videos accompanied with pictures, it creates a clear picture and flow of evidence that students can easily memorize once they are done watching the video. Therefore, using visual representation creates an interactive environment that enables learners to see the information and relate it directly to the content being delivered.
Furthermore, for the students to understand the contexts effectively, their attention must be attracted to the given lesson. By using pictures and charts, the nature of figures presenting the information has the potential of drawing the attention of students thus making them remain attentive throughout the process (Lockwood 292). Being to be focused enhances the ability of the learners to capture finer details thus making them able to reason accordingly.
Conclusion
Visual representation allows educators to effectively pass knowledge to the learners. For instance, when diagrams are used to present mathematical details such as geometry, it becomes easier for the learners to identify hidden details hence enhancing their understanding. Similarly, using videos to pass information about a given cultural perspective enables the students to have a real picture of the events making them capture essential details. Therefore, visual aids are essential in communicating effectively with learners.
Works Cited
Lockwood, Craig, Kelli Borgess Dos Santos, and Robin Pap. “Practical Guidance for Knowledge Synthesis: Scoping Review Methods.” Asian Nursing Research, vol. 13, no. 5, 2019, pp. 287-294.
Lowrie, Tom, Tracy Logan, and Mary Hegarty. “The Influence of Spatial Visualization Training on Students’ Spatial Reasoning and Mathematics Performance.” Journal of Cognition and Development, vol. 20, no. 5, 2019, pp. 729-751.
Vom Brocke, Jan, et al. “Special Issue Editorial–Accumulation and Evolution of Design Knowledge in Design Science Research: A Journey through Time and Space.” Journal of the Association for Information Systems, vol. 21, no. 3, 2020, p. 9.