Picturing to Learn, Visually Thinking and Expressing Science as Powerful Tool for both Teachers and Students

以图画学习、视觉思考和表达科学作为教师和学生的强大工具

• 批准号: 0715806
• 负责人: Felice Frankel
• 金额: $ 49.96万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2009-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0715806&HistoricalAwards=false
• 关键词: Picturing; Learn; Visually; Thinking; Expressing

Picturing to Learn, based on preliminary results from a pilot project, promotes the notion that when students visually explain science to others by the process of making drawings, the process clarifies and illuminates the science for that student. The process of making a visual explanation for someone else is similar to writing an article; one has to fully understand a concept before communicating the ideas successfully to another person.In addition, Picturing to Learn introduces a new teaching tool for teachers to quickly assess whether students truly understand a particular science concept. While a student might give the correct response to a text-based exam question, the underlying concepts could be completely misunderstood. Observing visual explanations of students will prove to be a quick means of assessing their deep understanding and offering corrective feedback to them.A team of cognitive psychologists and faculty members from five schools involves students to: develop exercises that are used in existing curricula; create assessment rubrics; and examine data to measure improvements in student learning.The program promotes widespread adoption of these methods through workshops and publications, and creates computational visualization tools to describe and analyze drawings and illustrations. More broadly, the program engages students to study science using an active and visually appealing approach. In addition the program educates students and teachers to the importance of communicating science to others.

“通过绘画来学习”基于试点项目的初步结果，它提倡这样一种观念：当学生通过绘画的过程向他人直观地解释科学时，这个过程就为该学生澄清和阐明了科学。为别人做视觉解释的过程类似于写一篇文章；一个人必须完全理解一个概念，然后才能成功地将想法传达给另一个人。此外，“画图学习”还引入了一种新的教学工具，供教师快速评估学生是否真正理解特定的科学概念。虽然学生可能会对基于文本的考试问题给出正确的答案，但其基本概念可能会被完全误解。观察学生的视觉解释将被证明是评估他们的深刻理解并向他们提供纠正反馈的快速方法。来自五所学校的认知心理学家和教职人员组成的团队让学生参与：开发现有课程中使用的练习；创建评估细则；该计划通过研讨会和出版物促进这些方法的广泛采用，并创建计算可视化工具来描述和分析绘图和插图。更广泛地说，该计划让学生使用积极且具有视觉吸引力的方法来学习科学。此外，该计划还教育学生和教师向他人传播科学的重要性。