Visual Learning in Science and Engineering

计算机科学(31)我们将科学和工程的视觉学习定义为使用图像和动画来实现和加强所有级别的学习。这些视觉学习方法是：开辟解决问题的新方法；提供思考科学和工程的新方法；以及加强科学和工程的教育和实践。视觉学习在工程和科学中很重要，因为问题越来越复杂，视觉思维使我们能够在复杂的情况下理解关系和行为。学生必须学会以视觉方式思考，并以视觉方式与同龄人和公众交流他们的想法。然而，大多数科学教师和学生对视觉交流能力和技术知之甚少，他们可能会因为滥用形状、颜色和动画而导致误解。来自世界不同地区的学生对形状、颜色和其他视觉表现形式的反应存在文化差异，这一点更加复杂。由于合作对于进一步洞察科学现象非常重要，因此学习理解其他文化如何解释图像和视觉交流往往至关重要。2002年，麦格拉思和布朗共同主持了科学和工程视觉学习的第一次跨学科研讨会。结论是，视觉思维对未来的科学和工程学习至关重要，视觉语言在某些情况下可以最有效地交流，所有理工科学生都应该接触到创造可视化的机会。该项目针对这些结论，详细阐述了更具体的目标和执行情况。这项工作的进一步全球化对于获得亚洲经验也是至关重要的。这个项目提炼了2002年研讨会的想法，并将它们与新的观点结合起来。由此产生的白皮书预计将影响未来的科学和工程课程。这两位调查人员在组织研讨会和撰写高质量和专业的技术报告方面都有丰富的经验，但又容易阅读和理解。

Computer Science (31)We define visual learning for science and engineering as the use of images and animations to enable and enhance learning at all levels. These visual learning methods are: opening up new ways of problem solving; providing new ways to think about science and engineering; and enhancing the education and practice of science and engineering Visual learning is important in engineering and science because problems are increasingly complex, and visual thinking gives us the ability to understand relationships and behavior in complex situations. Students must learn to think visually and communicate their ideas visually to peers and the general public. However, most science teachers and students know little about visual communication capabilities and techniques, and they can cause misunderstanding through the misuse of shapes, colors, and animation. This is compounded by cultural differences in how students from different parts of the world react to shapes, colors, and other visual representations. Since collaborations are important for gaining further insights into scientific phenomena, learning to understand how other cultures interpret images and communicate visually is often vitally important. McGrath and Brown co-chaired the first interdisciplinary workshop on Visual Learning in Science and Engineering in 2002. Conclusions were that visual thinking is crucial to the future of learning in science and engineering, that a visual language can communicate most effectively in some situations, and that all science and engineering students should have exposure to creating visualizations. This project addresses these conclusions and elaborates on more specific goals and implementation. Further globalization of this work is also essential to obtain the Asian experience. This project refines the ideas from the 2002 workshop and merges them with new views. The resultant white paper is expected to influence future curricula in science and engineering. Both investigators have vast experience in organizing workshops and writing technical reports that are high quality and professional, yet easily read and understood.