Enhancing visualization skills and learning of mitosis in high school students: A research protocol using external representations

External representations (ERs) have become increasingly prevalent in biology education. These visual aids can significantly enhance students’ understanding of complex biological concepts, particularly those that are difficult to visualize, such as cellular processes and molecular interactions. The purpose of this research protocol is the systematic assessment of the pedagogical effectiveness of ERs in order to determine if they can reduce cognitive obstacles and cognitive load associated with understanding complex biological mechanisms as a methodological tool. Moreover, the research proposal aims to provide teachers with empirical evidence that will aid them in formulating specific teaching strategies aimed at improving the cognitive level and motivation of the trainees, as well as developing the visual and perceptual skills needed to apply biological phenomena effectively.