It is widely accepted that knowledge is factive, meaning only truths and facts can be known and accepted. The theory thus causes a sceptical challenge since many beliefs are approximately true and thus considered false and, therefore, may not count as knowledge. To deal with this problem, it is essential to ease the truth requirement of knowledge to allow approximately true and practically adequate representations to count as knowledge. This is achievable through visual presentations since they reduce complexity and use structures to help communicate and understand knowledge. Applying visual displays brings things to a stand-in presence such that they can be beheld and discussed. The bringing into presence relates to truth, and the fact is linked with judgment and knowledge of what things are. Visual presentations thus enhance understanding of knowledge by making complexity more comprehensive. It is thus important to understand that visual presentations are not only helpful but are necessary for the communication of knowledge. However, it is in the communication and interpretation of visual presentations that problems and disagreements occur.
Mathematics is an area of knowledge that involves numbers, formulas, shapes, and quantities, among others. Mathematics is, however, mostly associated with numbers. Mainly, in naming and calculating, one brings in numbers. In this case, numbers are not in the things themselves but in what one brings in. For example, when one sees seven pens on a table, the seven do not come with the pens but are something that one adds to them, something that one brings along with themself. In this case, numbers are used to visualize things. They are the visual presentations of things and bring things into their presence. Using numbers and words define things and establishes their limits and boundaries so that they become what they are. For example, in this case, “seven pens” seven defines the pens and sets boundaries and knowledge to what they are. It is thus helpful and makes it easier to communicate knowledge. In teaching and learning problem-solving in mathematics, including the importance of seeing/visual solutions can be an important problem-solving strategy to the approach and development of problem-solving abilities in relation to mathematical creativity. A visual presentation promotes mathematical creativity and allows one to produce new and elegant solutions to a problem as well as clarify and deepen the understanding of knowledge (Vale, Pimentel and Barbosa 250). Therefore, visual presentations are an important aspect of passing knowledge in mathematics.
Human sciences study the biological, philosophical, cultural and social aspects of human life. It aims at expanding the knowledge and understanding of the human world through a wide interdisciplinary approach. The use of visual presentations such as models, diagrams and photographs has been an important part of human science since their use makes it possible for people and scientists to interact with and present some complex phenomenon that is not observable in other ways. Additionally, human science’s visual representations help reproduce nature, solve problems, fill gaps in knowledge, and facilitate knowledge building and transfer. For example, mapping and graphs is an important aspect used in sociology and geography, among other fields of human sciences. Maps are diagrammatic representations of an area showing its physical features. They are visual representations of relationships in an area’s physical, psychological and social aspects. The process of mapping gives insight into processes and systems in which improvement interventions are introduced and is noted to be helpful in healthcare quality improvement projects (Antonacci et al., 75). On top of this, visual presentations in health science play a crucial role in promoting learning in science, technology, engineering, and mathematics (STEM) and research in educational psychology indicates that adding visual representations to text can promote learning of content knowledge (Rau 720). This is because visual presentation aids more attention grabbing and engaging and makes more impact on the “learners” since visual information tends to be more retained than non-visual information.
In other cases, visualization in science involves complex processes in which scientists produce and develop schemes, and graphical and imagery representation. In this case, visual representations in science may be objects that are believed to have some kind of physical or material existence but may equally refer to some purely mental, abstract and conceptual constructs. More specifically, visual presentations can be found in a different phenomenon, for example, macroscopic and microscopic phenomena (phenomena not observable by eyes), sound phenomena (a phenomenon that does not exist as visual presentation but can be translated into such, or phenomena used in experimental settings to deliver data representations (graphs that present velocity of moving objects) (Evagorou 18). For example, DNA are microscopic and cannot be observed using bare eyes. However, visual representations are used to discuss, analyze and pass knowledge on them. It is through the visual presentation in images that scientists can explain the concept and pass knowledge on it. Thus, applying visual tools is one of the strategies that can be used in facilitating the understanding of what scientific practices and knowledge are about, thus developing their epistemic insight. On top of this, visual insights can be used as tools to develop and monitor understanding
On the other side, visual presentations are not always helpful in communicating knowledge since in some cases, they can be misleading. For instance, one of the potential downfalls of using visual presentations in communication is the use of poorly designed visual presentations that may be difficult to see and understand. For example, if a visual aid presents irrelevant information, it can be distracting and may impede the understanding of the concept they should be trying to clarify. For instance, in science, the presentation of things that one cannot observe using bare eyes people only believe what the scientists present to them. In such a case, if irrelevant information is presented, it may limit the understanding of the knowledge being passed across. It is also important to note that in some cases, these presentations can be an individual’s beliefs, conceptions and misconceptions to which a person gets assess through their schematic and verbal productions (Duval 104). This may significantly interfere with the necessary and rightful information and knowledge, and may be misleading. On top of this, one of the critical problems in the comprehension of visual presentations in mathematics is the cognitive conflict between the two opposite requirements; how one can differentiate between the represented object and the semiotic representation used if they can only access the semiotic representations and cannot access the mathematical object itself (Duval 107). This may limit the transfer and understanding of knowledge. Consequently, one can say that visual presentations are not always helpful in communication and transfer of knowledge.
In conclusion, whether visual presentations are always helpful in communication or not depends on the visual aids used and how effective one uses them to pass knowledge. In human sciences, the use of visual presentations such as models, diagrams and photographs has been an important part since their use makes it possible for people and scientists to interact with and present some complex phenomenon that is not observable in other ways. Mapping and the use of graphs, for example, are important aspects used in sociology and geography among other fields of human sciences to communicate. On top of this visual aids are used in cases of microscopic objects that cannot be seen using bare eyes. On top of this, visual presentations are used in mathematics numbers, formulas, shapes, and quantities are the visual presentations of things and bring things into presence. They help to define things, establish their limits and boundaries so that they come to be what they are. On the other hand, however, visual presentations may not be helpful in communication. For instance, poorly designed visual presentations that may be difficult to see and understand thus impending communication. Additionally, in some cases, the visual presentations may be an individual’s beliefs, conceptions and this may significantly interfere with the necessary and rightful information and knowledge, and may be misleading. This may consequently limit communication.
Work Cited
Antonacci, Grazia, et al. “The use of process mapping in healthcare quality improvement projects.” Health services management research 31.2 (2018): 74-84.
Duval, Raymond. “A cognitive analysis of problems of comprehension in a learning of mathematics.” Educational studies in mathematics 61.1 (2006): 103-131.
Evagorou, Maria, et al. “The Role of Visual Representations in Scientific Practices: From Conceptual Understanding and Knowledge Generation to ‘Seeing’ How Science Works – International Journal of STEM Education.” SpringerOpen, Springer International Publishing, 19 July 2015, https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-015-0024-x.
Rau, Martina A. “Conditions for the effectiveness of multiple visual representations in enhancing STEM learning.” Educational Psychology Review 29.4 (2017): 717-761.
Vale, Isabel, Teresa Pimentel, and Ana Barbosa. “The power of seeing in problem solving and creativity: an issue under discussion.” Broadening the scope of research on mathematical problem solving. Springer, Cham, 2018. 243-272.
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