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The article presents pedagogical intuitions for sequencing visual representations, tested with pre-service teachers, adult undergraduates, and middle school students. Learners’ beliefs differed from teaching beliefs, with teachers favoring serial presentation and learners favoring simultaneous ones. Best results for mitosis and meiosis required self-explanation prompts linking graphics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-and-learning-science-through-multiple-representations-intuitions-and-executive-functions/598207/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-and-learning-science-through-multiple-representations-intuitions-and-executive-functions/598207.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What executive functions are essential for reasoning about science visual representations?","Question",{"text":112,"@type":113},"The article emphasizes controlling attention, inhibiting irrelevant or incorrect information, and actively holding information in mind while manipulating it. 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This article describes pedagogical intuitions on best practices for how to sequence visual representations among pre-service teachers, adult undergraduates, and middle school children, with learning also tested in the middle school sample. Interestingly, at all ages, most people reported beliefs about teaching others that were different from beliefs about how they would learn. Teaching beliefs were most often that others would learn better from presenting representations one at a time, serially; while learning beliefs were that they themselves would learn best from simultaneous presentations. Students did learn best from simultaneously presented representations of mitosis and meiosis, but only when paired with self-explanation prompts to discuss the relationships between the graphics. These results provide new recommendations for helping students draw connections across visual representations, particularly mitosis and meiosis, and suggest that science educators would benefit from shifting their teaching beliefs to align with beliefs about their own learning from multiple visual representations.  \nINTRODUCTION  \nScience, even in a defined field of study such as biology, is not a set of discrete facts, but an interconnected system of complex concepts. The development of conceptually organized and integrated scientific knowledge is an overarching goal of science education, articulated at the K–12 level in the United States recently within the Next Generation Science Standards (NGSS Lead States, 2013) . One of the most common instructional supports that science teachers use to engage students in thinking about complex relationships is sequences of visual representations such as diagrams, pictures, or animations (Roth et al., 2006). Visualizations are central to the learning of science, the practice of science, and the communication of science, and both cognitive scientists and educators agree that they are a vitally important component of science teaching (Ainsworth and Newton, 2014; Eilam and Gilbert, 2014; Matthewson, 1999) . Multiple representations can help learners construct deeper understanding of scientific concepts or system structures than single representations used alone (National Research Council, 2012; Ainsworth, 2014). These may be particularly useful when concepts are complex and interrelated, as is the case when one concept builds on another. As learners compare and contrast graphics, they are better able to construct deeper domain understanding (Ainsworth, 2014) .  \nAt the same time, one representation is rarely adequate to capture the entirety of a science concept, and multiple representations are often used to describe related aspects of a system (e.g., a diagram of a heart and a diagram of a circulatory system; see  \nIdo Davidesco, Monitoring Editor Submitted Nov 19, 2019; Revised Sep 14, 2020; Accepted Sep 29, 2020  \nCBE Life Sci Educ December 1, 2020 19:ar61  \nDOI:10.1187/cbe.19-11-0253  \n*Address correspondence to: Lindsey Richland ([l.richland@uci.edu](l.richland@uci.edu); [uciscienceoflearning.org](uciscienceoflearning.org)) .  \n© 2020 J. Hansen and L. Richland. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s) . It is available to the public under an Attribution–Noncommercia","cbCainn7H3ISWgqk","https://ap.wps.com/l/cbCainn7H3ISWgqk","pdf",345419,15,"English","# Abstract\n# Introduction\n## Visual representations in science learning\n## Cognitive limits of multiple representations\n## Beliefs about learning and teaching with visuals","[{\"question\":\"What executive functions are essential for reasoning about science visual representations?\",\"answer\":\"The article emphasizes controlling attention, inhibiting irrelevant or incorrect information, and actively holding information in mind while manipulating it. These processes reflect humans’ limited-capacity executive functions.\"},{\"question\":\"How do teaching beliefs and learning beliefs differ regarding how visual representations should be presented?\",\"answer\":\"Across ages, most people reported teaching beliefs that differed from learning beliefs. Teaching beliefs favored presenting representations one at a time serially, while learning beliefs favored simultaneous presentations.\"},{\"question\":\"When do simultaneous presentations help learners with mitosis and meiosis?\",\"answer\":\"Students learned best from simultaneous representations of mitosis and meiosis when paired with self-explanation prompts that encouraged discussion of relationships between the graphics.\"}]","Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions | PDF",1792086485,38]