Visualization in learning and instruction: a cognitive approach |
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| Authors: | William Winn |
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| Institution: | (1) Calgary, University of Calgary, T2N 1N4 Alberta, Canada |
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| Abstract: | This article is based on the premise that instruction involves the control of cognitive processes by means of carefully selected
instructional strategies. Visual cognitive processes having to do with perception, the assimilation of new information, and
learning by means of analogy are examined, and particular instructional strategies by which each process can be controlled
are identified. Ways of improving mental skills (i.e., those visual processes at which the learner is relatively adept) are
discussed. Conclusions are drawn regarding relationships between visual learning and instruction, and implications for research
and design are examined.
Research for this article was conducted while the author was a visiting scholar in the Department of Instructional Technology,
University of Southern California. The research was supported by a grant from the University of Calgary. The author wishes
to thank Richard Clark for his helpful comments on an earlier draft of the article. |
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