Exploring visual literacy in science: how second and fourth graders interpret and engage with science texts

This study examined elementary students’ understanding of four commonly used visuals (i.e., maps, captioned photographs, flow diagrams, and hybrid graphics) as resources for communicating scientific ideas. Drawing on students’ interview responses, we analyzed how 78 second- and fourth-grade students named these visuals, identified their purposes, and interpreted their meanings. Grade-level differences were examined using Multivariate Analyses of Variance. Findings indicated that fourth graders outperformed second graders in naming, purpose identification, and interpretation of maps and flow diagrams, whereas younger students struggled particularly with naming these visuals and identifying their purposes. Both grade levels had difficulty interpreting captioned photographs and hybrid graphics, underscoring the challenges of integrating visual and verbal sources of information. These results underscore the need for explicit instruction and pedagogical strategies that support students’ visual literacy, with implications for science education and literacy research.