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Conceptual Framework for Scientific Visual Literacy in Science Education: Insights from Armenian Graphic Narratives

Martin Harutyunyan(1),


(1) Institute of Arts of Armenia
Corresponding Author

Abstract


Scientific visual literacy is essential in science education because students must interpret diagrams, models, symbols, images, and other visual representations used to communicate scientific knowledge. This conceptual study develops a framework for scientific visual literacy using Armenian graphic narratives as illustrative visual cases. Two historical examples, Abdag and Khatabala, are examined through visual-narrative and semiotic analysis. The analysis focuses on five processes relevant to science learning: observation, representation, relational reasoning, evidence interpretation, and explanation. The study proposes a conceptual pathway linking these processes to the interpretation of scientific visual representations. Rather than measuring learning outcomes, the study provides a theoretical basis for future classroom research on visual reasoning, scientific representation, and evidence-based interpretation in science education.

Keywords


Armenian graphic narratives; Science education; Scientific visual literacy; Visual reasoning; Visual representation.

References


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