EDUCATING OFFICIAL STATISTICS USING GEOVISUAL ANALYTICS STORYTELLING METHODS
EDUCATING OFFICIAL STATISTICS USING GEOVISUAL ANALYTICS STORYTELLING METHODS
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使用地球视觉分析讲故事的方法来教育官方统计
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
M. Jern
中科院分区：
文献类型：
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作者：
Linnéa Stenliden;M. Jern
这篇汇编论文的目的是了解视觉讲故事技术如何在小学社会科学教育中被塑造和使用，以及社会层面、技术和其他事项如何在这样的教育环境中创造新的学习条件。研究中介绍和使用的可视化讲故事技术是地理视觉分析的统计资源管理器平台。理论视角的选择对研究具有启发性和指导性，是一种对人类行为的社会文化视角，也是用行动者网络理论来考虑的技术活动等事项。这项研究建立在三份实证材料的基础上，这些材料来自瑞典三所小学的16名社会科学教师和5个社会科学课堂的126名学生。它包括技术介绍的实地笔记；对教师的小组访谈；对学生的有声思考访谈和教室里的两种录像带(使用普通摄像机和软件捕捉计算机屏幕上的活动、学生的活动和音频)。分析表明，社科教师的视觉讲故事技术是以相应的方式塑造的。分析还表明，视觉化教材在小学生的社会科学教育中具有一定的实用性。它们进一步说明了教师、学生、技术、信息、任务、数据类型等如何一起并密切相关地创造了高度复杂的学习环境。因此，这项技术可以被视为适合于教育实践，但复杂性以及学生对如何公布知识的理解，在学习活动中分配了严重的问题空间。因此，这项技术可以被认为是教育变革的催化剂，但为了发挥其潜力，需要对教学设计和知识形成进行反思，以支持学生与视觉分析有关的知识质量。
The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.