Students' reading of innovative images of energy at secondary school level

By J. Ametller, R. Pintó. 2002

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Using the PyMOL application to reinforce visual understanding of protein structure (2016, background): “Additionally, true visual literacy should demonstrate both reading and writing–reading, or interpreting, representations as well as writing, or creating new representations [8].”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, methodology): “…of 3P-SIT was informed by other science education research literature on clinical interview methods such as those described in physics (e.g., Ametller & Pintó, 2002; Duit, Roth, Komorek, & Wilbers, 2001), astronomy (e.g., Bakas & Mikropoulos, 2003), biology (e.g., Flores, Decide on…”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “These studies explored students’ ability to interpret information presented in diagrams (e.g. Ametller & Pintó, 2002; Chittleborough & Treagust, 2007; Colin, Chauvet, & Viennot, 2002; Topsakal & Oversby, 2013) and their ability to produce diagrams addressing a specific purpose (e.g. Bedward et al.,…”