The relationship between visual literacy and science literacy among English second language pre-primary school learners

Abstract

Early exposure to science-related content through visual literacy has the potential to enhance the interest in science among South African learners, particularly those who find the subject complex. Visual representation serves as valuable instructional support, stimulating learner engagement and facilitating meaningful science learning. The primary objective of this study was to assess the levels of visual literacy, science literacy, and scientific reasoning ability among pre-primary school learners, with the aim of supporting the effective integration of visual representations in science education. The research was underpinned by the Cognitive Theory of Multimedia Learning, which served as the theoretical framework to investigate the feasibility of integrating science education in pre-primary school using visual literacy. The research adopted a mixed-method approach, employing a purposive sampling method to select a sample of 208 Grade R learners from non-government English Medium Language preprimary schools in Bloemfontein, South Africa. Quantitative data were collected through a survey questionnaire consisting of psychometric and content knowledge tests, while qualitative data were obtained via semi-structured interviews. The findings indicated that learners from STEM schools demonstrated higher levels of visual literacy, science literacy, and scientific reasoning ability. However, no significant positive relationship was observed between visual literacy and science literacy, challenging the assumption that early science education contributes to visual literacy development. In conclusion, it is crucial to prioritize the development of visual literacy and science literacy in pre-primary school, despite the absence of a significant positive relationship between the two. Early exposure to science education offers valuable benefits for cognitive development and future scientific pursuits. To promote comprehensive understanding and enhance scientific reasoning skills, it is recommended to integrate visual literacy activities and science content into pre-primary school curricula, utilizing age-appropriate visuals, interactive materials, and engaging instructional strategies.