Abstraction is an important technique used in the creation and interpretation of scieneific illustrations. However, educational research has not fully explored the manner in which scientific illustrations are developed and used. This paper develops a framework for the study of scientific illustrations from three perspectives: (a) research into students’ misconceptions; (b) psychology of art; and (c) sociology of scientific knowledge. Examples from a variety of domains are used to develop an argument for the theory-laden nature of illustrations.
ASJC Scopus subject areas
- Visual Arts and Performing Arts