Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning
Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning
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DOI：
10.1111/tops.12233
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发表时间：
2017-10-01
影响因子：
3
通讯作者：
Shipley, Thomas F.
中科院分区：
文献类型：
--
作者：
Gagnier, Kristin M.;Atit, Kinnari;Shipley, Thomas F.
科学、技术、工程和数学（STEM）学科通常用图表来说明3D关系，但这些对学生来说往往是具有挑战性的。不理解图表可能会阻碍STEM的成功，因为科学实践需要理解和创建图表表示。我们探索了一种新的方法来提高学生的理解图，传达3D关系，是基于学生生成自己的预测图。参与者对3D空间图的理解在设计前和设计后进行测量，学生通过3D地质框图选择正确的2D切片。生成预测模型内部结构的草图，比在没有草图的情况下可视化模型内部，或者在没有尝试预测看不见的空间关系的情况下绘制模型草图，可以更好地理解图表。此外，我们发现草图的准确性和改善的图表理解措施之间呈正相关。结果表明，生成预测图有助于学生对图中的空间关系进行推断的能力。素描在支持STEM学习中的使用的影响进行了讨论。素描已被假设为有许多潜在的好处，为学生在STEM学科。在Gagnier埃塔尔。的论文，理解3D图表：支持空间推理的草图，作者探讨了它是否可以帮助学生理解涉及3D关系的图表。他们的研究结果表明，生成一个草图，预测这些描绘的关系是一个特别有帮助的，肯定比复制没有作出预测或作出预测没有草图。鉴于这些图表在STEM中的流行，这具有广泛的积极意义。
Science, technology, engineering, and mathematics (STEM) disciplines commonly illustrate 3D relationships in diagrams, yet these are often challenging for students. Failing to understand diagrams can hinder success in STEM because scientific practice requires understanding and creating diagrammatic representations. We explore a new approach to improving student understanding of diagrams that convey 3D relations that is based on students generating their own predictive diagrams. Participants' comprehension of 3D spatial diagrams was measured in a pre- and post-design where students selected the correct 2D slice through 3D geologic block diagrams. Generating sketches that predicated the internal structure of a model led to greater improvement in diagram understanding than visualizing the interior of the model without sketching, or sketching the model without attempting to predict unseen spatial relations. In addition, we found a positive correlation between sketched diagram accuracy and improvement on the diagram comprehension measure. Results suggest that generating a predictive diagram facilitates students' abilities to make inferences about spatial relationships in diagrams. Implications for use of sketching in supporting STEM learning are discussed.Sketching has been hypothesized to have many potential benefits for students in STEM disciplines. In Gagnier etal.'s paper, Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning,- the authors explore whether it can help students understand diagrams that involve 3D relations. Their results suggest that generating a sketch that predicts these depicted relations is a particularly helpful, certain more than copying without making predictions or making predictions without sketching. Given the prevalence of these diagrams across STEM, this has wide reaching positive implications.