Visualiseringens roll för biologilärande. Hur statiska bilder, animationer och digitala interaktiva 3D-modeller påverkar elevers förståelse, motivation och intresse i gymnasiets biologiundervisning.

Abstract

Biology education at the upper secondary level often involves abstract and complex concepts that can be challenging for students to comprehend. Visual representations, including static images, animations, and digital interactive 3D models, are increasingly used to facilitate students’ understanding of biological processes. However, questions remain regarding how different forms of visualization influence learning outcomes, motivation, and interest. This thesis presents a systematic review of research on the use and effects of static images, animations, and digital interactive 3D models in biology education. Particular attention is given to how these representations are implemented in classroom contexts, and how they contribute to students’ conceptual understanding, motivation, and engagement with biology. The results indicate that while all forms of visual representations can support learning, their effectiveness depends on factors such as design, pedagogical integration, and students’ representational competence. Carefully designed and contextually integrated visualizations have the potential to enhance conceptual understanding and increase students’ motivation and interest in biology.