THE HELP OF VISUALIZATION FOR IMAGINATION AND PERCEPTION: THE RESULTS OF DIAGNOSTIC RESEARCH IN GIRLS GROUP

Abstract

There is very important that pupil could have a possibility to see the very high quality objects in science education lessons. All these objects are essential for later knowledge. Students see visual images, later they are learning to recognize numeral and verbal codes. When they view visualization of scientific phenomenon, they are able to understand the meaning, to learn deeper and to imagine. It seems that visualization acts as the help function in teaching and learning activities. Especially it is useful for cognitive processes. The goal of this article is to enclose the help of visualization for girls’ perception and imagination in science education process. The results show that girls argue that visualization mostly helps to imagine definitions, concepts and various difficult phenomenon quickly and clearly in science education. The second position goes to the help of visualization in right mental model forming process con-necting them with verbal information and leading to deeper understanding of imagined things. The last position shows that visualization helps for girls to recognize visualized objects. Each position is statistically significantly different from the previous one and this leads to the as-sumption that all mentioned arguments about visualization help to imagination is ranked by statistically diminishing order. The girls in grade ten are more persuaded than girls in grade nine that visual information helps them to create mental models and to rebuild difficult phe-nomenon. According to the girls, visualized information mostly helps to understand theme, def-initions; visualized concepts are clearer and simpler, it is easier to notice features o objects. These ranks are close to one and this encloses that visualization is really helpful for girls in learning processes because it helps in perceiving process. Also, these ranks are in statistically diminishing order from the highest to the lowest position. The help of visualization or percep-tion is evaluated in the same position in comparative classes; it means that all respondents have very similar positive opinion about the help of visualization for perceiving process. Key words: visualization, girls, perception, imagination/imagery, science education.