Teaching and Learning with Three-dimensional Representations
Teaching and Learning with Three-dimensional Representations
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三维表征的教学与学习
DOI：
10.1007/1-4020-3613-2_7
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发表时间：
2005
影响因子：
2.5
通讯作者：
D. Uttal
中科院分区：
文献类型：
--
作者：
M. Stieff;R. Bateman;D. Uttal
计算机可视化在化学教学中发挥着重要作用。在本章中，我们回顾了可视化工具的作用，以及它们可能影响化学思维的可能方式。现在有几个可视化系统，让学生操纵重要的变量，以获得一个科学问题的解决方案。我们讨论了这些工具之间的根本区别，我们强调使用每一个在建构主义课程和教学法的背景下。我们还考虑了这些工具可能对视觉空间思维的影响。我们认为，虽然视觉空间能力可能是重要的可视化使用，其作用有时被过分强调。我们主张更细致入微，更丰富的理解，在视觉空间推理是用来解决化学问题的许多方式。这一讨论导致了一套设计原则，在化学教学中使用可视化工具。最后，我们提出了我们的工作Kinemage作者项目，旨在帮助学生理解复杂的生化分子的空间结构的程序。Kinemage作者项目允许学生构建自己的分子可视化，我们讨论了这可能会导致更好地理解分子的空间特性。这个建构主义程序体现了我们在本章前面介绍的许多设计原则。
Computer-based visualizations play a profoundly important role in chemistry instruction. In this chapter, we review the role of visualization tools and possible ways in which they may influence thinking about chemistry. There are now several visualization systems available that allow students to manipulate important variables in obtain a solution to a scientific problem. We discuss the fundamental differences between these tools, and we emphasize the use of each within the context of constructivist curricula and pedagogies. We also consider the impact such tools may have on visuo-spatial thinking. We suggest that although visuo-spatial ability may be important in visualization use, its role has at times been overemphasized. We argue for a more nuanced, richer understanding of the many ways in which visuo-spatial reasoning is used in solving chemistry problems. This discussion leads to a set of design principles for the use of visualization tools in teaching chemistry. Finally, we present our work on the Kinemage Authorship Project, a program designed to assist students in understanding spatial structures in complex, biochemical molecules. The Kinemage Authorship Project allows students to construct their own molecular visualizations, and we discuss how this may lead to greater understanding of the spatial properties of molecules. This constructivist program embodies many of the design principles that we present earlier in the chapter.