A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays
A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays
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科学课程材料的认知图像功能分类：识别和创建“表演性”视觉显示
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发表时间：
2021
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通讯作者：
Kayla Norville
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作者：
Matthew Peterson;Cesar Delgado;Kok‐Sing Tang;Clément Bordas;Kayla Norville
科学教师的教学内容知识包括表征形式的知识，如视觉展示。过去的研究提供了一种通用的方法来评估图片，但并没有对图片内部的特征进行细粒度的研究。此外，许多现有的图片功能类型学认为图片从属于文本，尽管图片有自己的解释力。在这里，我们将一般的“表现性”图像功能类型学应用到认知图像功能的科学分类中，并对与解释过程相关的设计策略进行了细粒度的区分。包括科学教育者和平面设计师在内的作者们，通过不断比较的方法，利用科学教科书中的视觉展示，对图像的功能进行了提炼和扩展。由此产生的表演图像功能分类法由一个结构框架组成，该框架可区分图像内部的概念元素（即概念、实体、组件、属性、附件、配置）；一个过程模型，确定了理解视觉显示所必需的三个解释阶段（即方法、活动、结果）；在解释阶段有17种功能。我们通过对科学教科书中视觉展示的分析和修改来论证这些功能。这里提出的许多修改可以在现有的插图（例如箭头，分界线，标签）上进行基本的绘图重复，因此科学教师和学生都可以使用它们。
ABSTRACT Pedagogical content knowledge of science teachers includes knowledge of representational forms, such as visual displays. Past research has provided a general means to evaluate pictures, but is not fine-grained on features internal to pictures. Furthermore, many existing picture function typologies consider pictures as subservient to text, though pictures have their own explanatory power. We here adapt a general ‘performative’ image function typology into a science-specific taxonomy of cognitive image functions with fine-grained distinctions of design strategies related to interpretative processes. The authors, including science educators and graphic designers, refined and expanded functions of imagery using visual displays in science textbooks following a constant comparison method. The resulting performative image function taxonomy consists of a structural framework that distinguishes conceptual elements internal to pictures (i.e. concepts, entities, components, attributes, adjuncts, configurations); a process model that identifies three interpretative phases necessary to understand visual displays (i.e. approach, activity, outcome); and 17 functions across the interpretative phases. We demonstrate these functions through analysis of and modifications to visual displays from science textbooks. Many of the modifications presented here can be repeated with rudimentary drawing over existing illustrations (e.g. arrows, dividing lines, labels), and they are thus accessible to science teachers and students.