Zholdybayeva A.A., Dakenova K.T., Ahmad N.S.

The Kazakh national medical university, Kazakhstan

Application of visual organizers in the study of human anatomy

To adapt to the continuously changing information supersaturated environment requires a qualitatively different level of intelligence, cognitive abilities and information culture [1,2].

Subject of the human anatomy has enormous amount of information difficult to remember. In most cases, students are forced to cram the whole chapters of the textbook. Repeatedly proven that such study of the subject is ineffective even meaningless. After some time, the students are not able to recall even a tenth of this information. In addition, such a method leads to a complete loss of interest in the learning process, thus further reducing the efficiency of learning [3].

The new standard of Education requires that the student could itself pose and solve problems, understand what is learning to be motivated, able to communicate, evaluate yourself and others, but also to gather information, and then think about it, analyze, synthesize and organize.

One possible solution to this problem would be the extensive use of visual organizers.

Visual organizers - a way to image the process of thinking through schemes of thinking and visualizing the organization of textual information.

Visual organizers such as time lines, Venn diagrams, concept maps, mind maps, argument maps, causal chains, force fields and process diagrams to help you better understand and manage the intellectual processes.

Visual organizers reflect semantic scheme, they allow to master the skills of higher order thinking without prejudice to the understanding of the contents of a particular field of knowledge [4,5].

Graphics frames can very effectively be used when working with text (reading and writing), and in the perception of speech and debate. They make cognitive processes more intense and focused.

Using a concept map depicting imitating, hierarchical structure helps to make clear and maximize deductive way of thinking, the only available person.

Proved that graphic organizers are stepping up awareness and contribute to a more skillful (critical) thinking of any person, regardless of the level and nature of education.

   Using visual organizers allows students to strengthen reading comprehension to understand the topic, the problem with different levels of knowledge and skills, organize and direct the thought process, to promote higher order thinking, evaluate and adjust the process of its training activities; easily write texts, draw conclusions , arguments act in the discussions.

   Teachers such work allows students to see what they already know and can do, and, based on this, send them to the correction of errors and difficulties to build its future work.

    Visual organizers to achieve the objective method can be divided into 2 groups:

"From the Ground - to the top"	"from the top - to the Ground "
Help to scan, sort and organize information, make inferences and conclusions, thinking inductively (from private to general.)	Help to apply the rules to make decisions, analyze problems and find solutions, thinking deductively (from general to specific).

Receptions "From the Ground - to the top" built on inductive reasoning.

Work is based on the following algorithm:

1. Watch. Gather the facts, strive to maximize the objectivity discarded bias and prejudice.

2. Analyze . Classify the facts , noting similarities and differences. I try to find patterns in the collected facts.

3. Formulate conclusions. Make generalizations based on the detected patterns.
4. Find confirmation: I confirm my generalizations on the basis of follow-up observations. .
The most common use for graphical visualization techniques " from the ground - to the top" can be called:

• Tapes time - help build events in chronological order to highlight areas, recurring events, causes and effects, consequences of events and phenomena

• Network diagrams - helping to link related events into one idea or concept.
• Pie charts - allow grouping of events to illustrate potentially useful concepts and ideas.
• Information Grid, maps and graphs help calculate recurring events and bring to a conclusion.
• Venn diagrams and complex matrix allow you to sort information on multiple categories.
Vienna chart suitable for the lesson, during which performed comparative characteristics of heroes works, literary movements. When reading the works of the children find similarities and differences between the characters and recorded in Chart Vienna. Students drawn on the scheme clearly visible similarities and differences between the compared objects. Due to Chart Vienna it is easy to generalize accumulated material and formulate his speech.

    The basis of imaging methods "From the top to the ground" is the method of deduction, which teaches reason, and this is one of the main tasks of learning in general. Education search and build evidence sent three main issues:

1. What? A clear statement of the problem, a problem for which we are looking for solutions and ways to make a reasoned choice. At this stage, the hypothesis is formulated.
2. Location? From what is already known examples, facts, observations, experience can get the necessary information? What are the sources we still need?

3. How? The answer to this question will allow to plan the search for solutions, new sources of information and analysis for the theoretical knowledge gained in a practical way.

Examples of techniques "from the top - to the Ground":

• Conceptual maps are used to organize information , to identify the essential features of the phenomena being studied, events

• Causal chains allow you to see or create a process model, such as metamorphosis in biology, or a revolution in the history of the novel.

• Fishboun helps to structure the process, identify possible causes of the problem (hence another name - the causal ( cause and effect ) diagram ( causal map )) . This type of chart allows us to analyze the causes of events in more depth, set goals, show the internal connections between different parts of the problem.

• Cluster allows a systematic form to submit large amounts of information (keywords, ideas)

• Mental maps - handy tool to display the process of thinking and structuring information in a visual form. They can be used for "transcription" of thoughts and ideas that are carried in the head when you think of any problem [6].

 To date, the Internet created a huge number of services, which at the time of reading, you can build meaningful charts, diagrams, clusters, etc. Students looked up charts and diagrams in the online mode.

Students come to the department of anatomy in the first year and begin to study with the simplest - bones. At this stage, we also use the most simple and intuitive graphic organizer, known under the name of the concept map. As an example, the concept map of the bones of the human body (Fig. 1) .

Figure 1 - The concept map "Bones of the human body"

In the future, going to study the connections of bones we can complicate the map (Fig. 2)

Figure 2 - concept map "Relationship between structure and function of anatomical formations of bones"

Assessing of students constructed maps based on several parameters such as the number of concepts, vision ties linking the use of lines, hierarchical structure, and use of examples, of course, reliability. You can use the comparison map prepared teacher and student.

Number dialed points - for each concept and the correct relationship is given one point, more points can be given for the use of hierarchical structure and connecting lines.

From our experience with the use of visual organizers in the study of human anatomy, we can conclude that in the process of building visual organizers to learn educational material student masters the skills of search and extract the necessary information; modeling, the ability to structure knowledge, semantic reading comprehension as reading goal and choose the type of reading depending on the purpose; extract the necessary information from texts listened; determine primary and secondary information, analysis objects for feature extraction (material , immaterial) synthesis as the compilation of the whole of the parts, including self- constructing additions, filling the missing components, selection of bases and criteria for comparison, object classification, establishing causal relationships, evidence.

At the same time, the student improves their communication skills - fully and accurately express their thoughts into dialogue, works effectively in a pair or group.

Do teachers an opportunity to see what students already know and relate to those moments in which they already understand. If the graphic organizers are introduced in the form of learning strategies, they let teachers to correct errors before the students do in their exam answers. Summarizing assessment, teachers can use graphics as test questions, leaving a portion of blank or fragmented giving information to the students organized it in graphical form.

Visual organizers eliminate many difficulties in teaching students. They give to students and teachers an effective method of presenting ideas and relationships.

Literature

1. Clarke, J H. (2010). Patterns of thinking: Integrating learning skills with content teaching. Boston: Allyn & Bacon.

2. Tulving, E. (2007). Elements of episodic memory. Oxford: Oxford University Press. (:534)

3. Jones, B.F., Pierce, J., & Hunter. B. (1989). Teaching students to construct graphic representations. Educational Leadership. 46(4), 21-25.

4. Mayer, R. (1989). Models for understanding. Review of Educational Research, 59(1). 43-64.

5. McKeachie, W. (1984). Spacial strategies: Critique and educational implications. In C.F. Holley & D.F. Oansereau (Eds.). Spacial learning strategies: Techniques, applications and related issues. Orlando. Ft: Academic Press.

6. John H. Clarke. Using visual organizers to focus on thinking. Journal of Reading, 34:7, April 1991, pp. 526-534.