article HOW PICTURES HELP TEACH: EFFECTIVE USE OF ILLUSTRATIONS IN SCIENCE
EDUCATION
Nikola Kozlíková, Edvard Ehler
information
year: 2025
issue: 4
fulltext: PDF
online publishing date: 23/4/2026
DOI: 10.14712/25337556.2025.4.4
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
Illustrations are a key didactic tool in science education. Teachers of biology, chemistry, and geography use them to explain complex phenomena that students cannot easily imagine – from cellular processes and photosynthesis to the functioning of ecosystems. This paper summarizes the theoretical foundations of using visual materials, focusing on multimedia learning theory, cognitive load theory, the integrated text-picture model, and dual coding theory. Evidence shows that illustrations can significantly enhance retention and comprehension when designed clearly, purposefully, and in alignment with a text. Conversely, poorly chosen illustrations may lead to cognitive overload, misunderstanding, or misconceptions. The paper provides examples of good and bad practice from biology education (blood circulation) and formulates ten principles for teachers to apply when working with illustrations. Recommendations include simplicity, placing text directly within diagrams, presenting processes step by step, and actively involving students in creating or annotating illustrations. The paper combines findings from educational psychology with practical classroom examples and serves as a hands-on guide for primary and secondary school teachers aiming to use illustrations more effectively.
keywords
illustration; biology; natural sciences; visualization; educational psychology; didactics
fulltext (PDF )
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