Visual Literacy Research Trends in Science Learning 2014-2024

Puteri Indah Qoiru Nisa; Masturi Masturi

doi:10.71435/741705

Authors

Puteri Indah Qoiru Nisa Universitas Negeri Semarang
Masturi Universitas Negeri Semarang

DOI:

https://doi.org/10.71435/741705

Keywords:

Visual Literacy, Science Learning, Systematic Literature Review, PRISMA, Research Trends

Abstract

Visual literacy is a crucial competency in science learning in the digital era because it helps students understand abstract scientific concepts through various visual representations. However, the development of research on visual literacy in science learning has not been comprehensively mapped. This study aims to analyze trends in visual literacy research in science learning during the 2014–2024 period based on publication distribution, research methods, subject characteristics, subject context, and geographic distribution. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA guidelines. Data were collected through Publish or Perish software connected to the Google Scholar database using the keywords visual literacy AND science education and visual skills AND science learning. Based on a selection process according to inclusion and exclusion criteria, 37 articles were obtained and analyzed descriptively and thematically. The results of the study indicate that visual literacy research publications have increased in the past five years, indicating increasing attention to this topic. Mixed-method and quasi-experimental approaches are the most commonly used methods. Research subjects are dominated by undergraduate and high school students, while the research context is mostly conducted in biology, followed by integrated science and chemistry. Geographically, research is concentrated in Asia and the Americas, with Indonesia and the United States as the primary contributors. These findings indicate that visual literacy is increasingly recognized as a critical component of 21st-century science learning. However, further research is needed across educational levels, disciplines, and geographic regions to support the development of more effective, inclusive, and visually-based learning strategies.

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