Teaching Students to Focus on the Data in Data Visualization
Teaching Students to Focus on the Data in Data Visualization
复制标题
教学生在数据可视化中关注数据
DOI：
10.1177/1050651915573944
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发表时间：
2015
影响因子：
2.2
通讯作者：
J. Wolfe
中科院分区：
文献类型：
--
作者：
J. Wolfe
尽管大多数技术交流教育学为学生提供了关于如何可视化特定数字表示的可靠建议，但它对我们在选择首先显示哪些数字时所做的修辞决定缺乏问题。这种教学反思使用了Perelman和olbrecht - tyteca的解释水平概念来突出我们决定如何总结、汇总和综合我们可视化的数据的修辞选择。然后，它描述了两个非正式的课堂活动，强调解释水平的重要性，并帮助学生看到数据可视化和发明的递归本质。
Although most technical communication pedagogy provides students with solid advice on how to visualize particular numerical representations, it underproblematizes the rhetorical decisions we make in choosing which numbers to display in the first place. This pedagogical reflection uses Perelman and Olbrechts-Tyteca’s concept of interpretative level to foreground the rhetorical choices that underlie our decisions on how to summarize, aggregate, and synthesize the data we visualize. It then describes two informal classroom activities that emphasize the importance of interpretative level and help students see the recursive nature of data visualization and invention.