Fostering visual literacy needed for concept-process diagrams in secondary biology education through an educational game

Abstract

This thesis explores the skill of visual literacy that is required to answer lower- and higher order exam questions with diagrams. It focuses on the nitrogen cycle in the visual literacy book BINAS, and how students apply information from the diagram to answer questions. Here, the visual design principles of BINAS diagram 93G are applied to an educational board game and tested on its effectivity in fostering secondary science education students' visual literacy skills.