VISUALIZATION: A METACOGNITIVE SKILL IN SCIENCE AND SCIENCE EDUCATION
VISUALIZATION: A METACOGNITIVE SKILL IN SCIENCE AND SCIENCE EDUCATION
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DOI：
10.1007/1-4020-3613-2_2
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发表时间：
2005-01-01
期刊：
影响因子：
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通讯作者：
Gilbert, John K.
中科院分区：
文献类型：
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作者：
Gilbert, John K.
本文回顾了“可视化”领域中使用的术语范围，并根据它在科学行为中发挥核心作用的证据，认为它应该在科学教育中发挥相应的重要作用。由于所有的可视化都是关于模型并产生模型，因此，作为一类实体的模型的认识论和本体论被提出。模型可以通过一系列“表征模式和子模式”放置在公共舞台上。可视化是学习的核心，特别是在科学领域，因为学生必须学会在表现模式内部和之间导航。因此，人们认为学生——尤其是理科生——必须具备可视化方面的元认知能力，他们必须表现出我所说的“元视觉能力”。如果没有元视觉能力，学生很难承担这些高要求的任务。从理论和实践两个方面探讨了元视觉能力的发展。最后，对识别学生元视觉状态的一些方法进行了概述和评价。结论是，如果要认识到可视化的重要性并实现其潜力，就需要在科学教育中进行更多的研究和开发。
The range of terminology used in the field of 'visualization' is reviewed and, in the light of evidence that it plays a central role in the conduct of science, it is argued that it should play a correspondingly important role in science education. As all visualization is of, and produces, models, an epistemology and ontology for models as a class of entities is presented. Models can be placed in the public arena by means of a series of 'modes and sub-modes of representation'. Visualization is central to learning, especially in the sciences, for students have to learn to navigate within and between the modes of representation. It is therefore argued that students -science students' especially - must become metacognitive in respect of visualization, that they must show what I term 'metavisual capability'. Without a metavisual capability, students find great difficulty in being able to undertake these demanding tasks. The development of metavisual capability is discussed in both theory and practice. Finally, some approaches to identifying students' metavisual status are outlined and evaluated. It is concluded that much more research and development is needed in respect of visualization in science education if its importance is to be recognised and its potential realised.