Creating visual explanations improves learning.
Creating visual explanations improves learning.
复制标题
创建视觉解释可以改善学习。
DOI：
10.1186/s41235-016-0031-6
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Tversky B
中科院分区：
文献类型：
--
作者：
Bobek E;Tversky B
科学中的许多主题对学生来说都是出了名的难学。学生经历之外的机制和过程带来了特殊的挑战。虽然教学通常涉及形象化，但学生通常用文字进行解释。由于可视化解释可以直接显示复杂系统的各个部分和过程，因此创建它们应该比创建口头解释更有好处。我们比较了通过为机械系统(自行车泵)和化学系统(结合)这两个STEM领域创建视觉或口头解释来进行学习。对两种解释的内容和学习评价进行后测分析。对于机械系统，创建视觉解释增加了理解，特别是对空间能力较低的参与者。对于化学系统，创造视觉和口头解释都改善了学习，而不需要新的教学。创造视觉解释是优越的，对空间能力高和低的参与者都有好处。视觉解释通常包括关键但看不见的特征。视觉解释的更大效力似乎归因于它们为完整性和连贯性提供的检查，以及它们作为推理平台的作用。这些好处应该推广到其他领域，如社会科学、历史学和考古学，在这些领域，重要的信息可以可视化。综上所述，这些发现支持将学习者生成的视觉解释用作一种强大的学习工具。本文的在线版本(doi：10.1186/s41235-0160031-6)包含补充材料，授权用户可以使用。
Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool. The online version of this article (doi:10.1186/s41235-016-0031-6) contains supplementary material, which is available to authorized users.