What recent research on diagrams suggests about learning with rather than learning from visual representations in science
What recent research on diagrams suggests about learning with rather than learning from visual representations in science
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最近对图表的研究表明，科学中应该利用视觉表征进行学习，而不是从视觉表征中学习
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发表时间：
2016
期刊：
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通讯作者：
Christine D. Tippett
中科院分区：
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作者：
Christine D. Tippett
摘要从从表征学习科学到用表征学习科学的转变有许多潜在的和未记录的复杂性。这一主题分析部分探讨了表征在科学教学中的使用趋势，检查了80项关于图表在科学中的使用的研究。这些研究发表于2000-2014年，通过检索期刊数据库和书籍找到。开放编码的研究确定了13个主题，其中6个被确定在至少10%的研究：引发心理模型，基于课堂的研究，多媒体的原则，教学和学习策略，代表能力，和学生代理。在三个5年的时间间隔内，学习重点的转变是明显的，而不是从表征中学习，反映了从科学教学作为信息传输到建构主义方法的教学转变，学习者积极协商理解和构建知识。最近研究中的主题和主题突出了人们感兴趣的领域，并揭示了可能为进一步研究带来成果的差距，包括基于课堂的研究，先验知识的作用以及眼动跟踪的使用。2000-2014年文献的主题综述中包含的研究结果表明，解释和构建表征都可以更好地理解科学概念。
ABSTRACT The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000–2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000–2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.