Cognitive Processes in Understanding and Using Scientific Diagrams

认知研究表明，科学专家通常使用图表 作为视觉推理的中介工具。 但在科学教育中 材料和实践，视觉效果通常是“艾滋病”，而不是 基本表征。 这项研究将探讨学生如何 学习理解，使用和构建图表作为思维工具。 它 将专注于开始光学的高密度领域。 项目 有两个相互作用的阶段：研究学生如何理解静态 光学图，以及原型计算机的开发和改进- 基于动态图和图形化工具。 具体任务是：（1） 光学教材中图表的初步研究与分析;（2）研究 （3）学生心理健康教育研究 理解和使用图表，（4）设计和开发交互式 图和动态的三维构造工具包，（5）进行研究 （6）制定和传播对以下方面的影响： 在科学教育中创建和使用交互式图表。 等 科学视觉教育的研究将有助于指导 科学教育的新课程和软件。 项目组 认知科学家，科学教育家，图形专家， 系统开发人员致力于促进学习和推理， 科学与新的数据，理论和创新的原型的动态 图. 这些跨学科活动更直接地将科学 教育研究、教材开发和课堂活动。 费用分摊由学习研究所提供， 是间接成本的贡献者，而阿佩尔是间接成本的贡献者， 麦金托什II系统。

Cognitive research indicates that science experts commonly use diagrams as mediational tools for reasoning visually. But in science education materials and practices, visuals are typically "aids" rather than fundamental representations. This research will examine how students learn to comprehend, use, and construct diagrams as thinking tools. It will focus on the diagram-dense field of beginning optics. The project has two interacting phases: research on how students understand static optics diagrams, and development and refinement of prototype computer- based dynamic diagrams and diagramming tools. Specific tasks are: (1) Pilot research, and analysis of diagrams in optics texts, (2) research on instructional practices with these diagrams, (3) research on student understanding and use of diagrams, (4) design and develop interactive diagrams and a dynamic diagram-construction kit, (5) carry out research with prototypes, and (6) formulate and disseminate implications for creation and use of interactive diagrams in science education. Such research on visual education in science will help guide development of new curricula and software for science education. The project team of cognitive scientists, science educators, graphics specialists, and systems developers is devoted to promoting learning and reasoning in science with new data, theory, and innovative prototypes of dynamic diagrams. These interdisciplinary activities more directly link science education research, materials development, and classroom activities. Cost sharing is provided by the Institute for Research on Learning which is contributing indirect costs and APPEL which is contributing four MacIntosh II systems.