Learning Outcome:

Students are expected to know…

  • mitosis
    the process through which pre-existing cells make two identical copies of themselves
  • different forms
    different forms of asexual reproduction: fission, budding, cloning, spores, grafting

“File:Three cell growth types.svg” by domdomegg is licensed under CC BY-SA 4.0

The graphic supports the learning outcomes I chose because it gives the learner a visual representation of the process of cell division with specific reference to mitosis and binary fission. This type of graphic definitely speaks to the interpretive communicative function because “interpretive graphics help learners build understanding of events or processes that are invisible, abstract, or both.” (Clark and Lyons, 2010, p. 19). Additionally, according to Clark and Lyons (2010), for learning to occur, graphics must support several psychological events. I believe the introduction of this graphic would support several of them including “Directing learner attention to important information in the lesson” and “Building new or expanded mental models in memory” (2010). Since cell division is such an abstract concept for many learners, seeing a visual representation of the process and steps helps a learner further understand and appreciate the complexity of it.

 

Clark, Ruth C., and Chopeta Lyons. Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials, Center for Creative Leadership, 2010. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/trulibrary-ebooks/detail.action?docID=624441.

Created from trulibrary-ebooks on 2021-02-12 20:49:30.