Science and Education in Karakalpakstan issn 2181-9203 Science Magazine chief editor

Science and Education in Karakalpakstan. 2023 №2/1 ISSN 2181-9203 
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are distinct to each individual [3:78]. The subjectivity inherent in the interpretation of visual content 
presents valuable avenues for significant peer-to-peer engagement when analyzing images in 
educational settings. When incorporating visual aids such as images within the context of an 
English language classroom, it is recommended that educators encourage students to articulate the 
affective response elicited by the image or to describe the rationale behind their personal 
preferences or aversions towards specific photographs. The instant of conversational interaction in 
question is genuinely communicative. 
It is a seldom occurrence for a single interpretation of an image to exist, and conveying 
individual perspectives may take an endless variety of forms. The act of interpreting images 
necessitates the mastery of skills that are located towards the upper end of Bloom's taxonomy, i.e., 
skills that involve critical thinking and intellectual engagement, including but not limited to 
evaluation, synthesis, and analysis. The capacity to engage in advanced cognitive processes, 
commonly referred to as Bloom's higher-order skills, becomes particularly crucial when 
communicating complex abstract ideas through language. Visual literacy exercises can aid in the 
refinement of students' skills in this area. An example of teaching strategies that enhance visual 
literacy involves implementing open-ended inquiries, such as those commencing with "Why" and 
"what if," which demand substantial explanations and advanced cognitive abilities. Demonstrating a 
comprehensive comprehension of images through a particular perspective necessitates that learners 
deconstruct the constituent elements of the image in question and subsequently provide a reasoned 
response grounded in corroborating evidence. Merely indicating a preference for or aversion to a 
given image does not adequately demonstrate proficient visual literacy skills. Rather, students must 
be prompted to establish connections between the language used in association with visual 
renditions and abstract concepts or previous encounters. 
Images serve as a platform for fostering student engagement with diverse global phenomena. 
The capacity to observe and analyze images from diverse perspectives, a process which can occur in 
mere seconds, is available to learners of all linguistic competencies. The act of perspective taking, 
which involves observing phenomena from a viewpoint beyond one's own, is closely linked to the 
acquisition and development of language. In fact, MacWhinney posits that perspective taking 
represents a fundamental aspect of language structure (MacWhinney, 1987, p. 198). Through its 
framing, photographs prompt the observer to engage with the depicted objects. The act of 
juxtaposing diverse photographic representations of a single object advances students' 
acknowledgement of the notion that a given object has the potential to be portrayed through a 
variety of approaches, akin to the use of distinct languages in communicating a concept. The 
utilization of images allows students to not only perceive objects from differing spatial viewpoints, 
but also to investigate visual stimuli from diverse standpoints across the globe. 
The utilization of visual aids can function as a form of instructional scaffolding, representing 
the concept postulated by Burner [6:75] as a specialized means of support that facilitates the 
acquisition of knowledge and skills that surpass the independent capabilities of the learner. Images 
can serve as an intermediary aid for pupils who are yet to achieve proficiency in certain vocabulary 
or sentence constructions. One exemplar approach that educators may employ in introducing new 
topics or vocabulary to students is the use of visual aids, such as photographs or icons, which 
facilitate efficient comprehension of new terminologies. The utilization of graphical organizers as a 
means to represent conceptual interconnections spatially is an additional exemplification of 
assistance in linguistic pursuits. According to empirical findings, students who avail themselves of 
visual aids of this nature demonstrate superior performance on language-related assignments when 
juxtaposed with their counterparts who do not make use of these aids. Significantly, scaffolding 
mechanisms are intrinsically transient. Eventually, the provision of assistance should be terminated 
as learners acquire greater expertise and become capable of accomplishing tasks autonomously. The 

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