EXP: Collaborative Infographics for Science Literacy (CISL)

该项目建立在现有的公民新闻活动，以调查如何使用合作的批评和建设的信息图表，以促进高中生？科学素养和参与。基金会是在社会文化的方法，以人类的行动和学习，使用的概念，介导的行动和识别随着时间的推移，以解释发展和个人的未来学习的准备。基础也是在认知科学工作的空间和视觉思维，已经发现，空间隐喻提供了一个基础，更抽象的思维，概念的元表征能力发展的过程中的代表性本身的理解，并在合作的想法发展。信息图设计和围绕它的想法开发分布在环境中的人员和工具中，学习者通过协作改善他们用于交流的表示来改善自己的概念理解。技术创新是一种社会技术系统，它是围绕信息图设计创建的，作为促进科学学习和扫盲的一种方式，包括（i）将信息图工具融入学习活动，以促进科学学习和扫盲，（ii）注释信息图案例库，可用于促进思想发展，阅读和理解信息图的能力，以及信息图的批评和构建，以及（iii）一个案例创作工具，当学习者写下他们的设计并被引导用设计的理由来注释它们时，它促进对信息图设计的反思。研究的重点是社会技术系统的设计，使信息图设计，以促进学习和培养科学素养。吸引更多的高中生科学，促进科学素养，并促进高中生更深入的科学学习是教育系统面临的巨大挑战。该项目的重点是通过设计可以与其他科学课程活动相结合的公民新闻活动来应对这些挑战。这些活动本身围绕着信息图表的协作批判和构建。信息图表是数据和/或信息的视觉表示，用于表达和传达科学，数学，技术和社会学信息，并广泛用于今天的新闻业。该项目旨在帮助高中生学习理解这些图形，并将这些图形的设计作为促进学习的一种方式。这些活动本身要求学生参与数据分析和综合，并使用他们正在学习的科学来开发其他人可以理解和学习的视觉表示。这项技术对记者来说是真实的，它的使用和围绕它的使用的哲学可以强大地吸引高中生到科学的奇迹中，帮助他们欣赏科学家所做的事情，从而广泛地促进科学素养。使用信息图表设计技术的活动不仅有可能吸引那些已经喜欢操纵和分析数据的人，而且更重要的是，那些认为自己是作家的人和那些喜欢帮助他人学习的人。它也有可能吸引科学和促进科学素养的那些谁只是想被承认为作出贡献，他们的同龄人社区。这项工作超越了当前的教育哲学，建议我们可以帮助人们更好地理解，让他们在帮助他人学习和与人口众多的沟通中发挥积极作用。

The project builds on an existing citizen journalism activity to investigate how to use collaborative critique and construction of infographics to foster high school students? science literacy and engagement. Foundations are in sociocultural approaches to human action and learning, using the notions of mediated action and identification over time to explain development and preparation for future learning of individuals. Foundations are also in cognitive science work on spatial and visual thinking that has found that spatial metaphors provide a foundation for more abstract thinking, on notions of meta-representational competence development of understanding of the process of representation itself, and on collaborative idea development. Infographic design and idea development around it are distributed across people and tools in the environment, and learners better their own conceptual understandings through collaboratively bettering the representations they are using to communicate. The technological innovation is the socio-technical system that is being created around design of infographics as a way of promoting science learning and literacy and includes (i) the integration of infographics tools into learning activities to promote science learning and literacy, (ii) a case library of annotated infographics that can be used to promote idea development, ability to read and understand infographics, and critique and construction of infographics, and (iii) a case authoring tool that promotes reflection on one's infographic designs as learners write up their designs and are guided to annotate them with justifications for their designs. Research focuses on design of the socio-technical system that allows infographic design to promote learning and foster scientific literacy.Drawing in more high schoolers to science, promoting scientific literacy, and promoting deeper science learning among high schoolers are huge challenges to the educational system. This project focuses on addressing those challenges through design of citizen journalism activities that can be integrated with other science curriculum activities. The activities themselves revolve around collaborative critique and construction of infographics. Infographics are visual representations of data and/or information, used to express and communicate science, mathematical, technological, and sociological information and used extensively in journalism today. The project seeks both to help high schoolers learn to make sense of such graphics to use design of such graphics as a way to promote learning. The activities themselves require students to engage in data analysis and synthesis and to use science they are learning to develop visual representations that others can make sense of and learn from. The technology is authentic to what journalists use, and its use and the philosophy around its use could be powerful in drawing high schoolers to the wonders of science and helping them appreciate what scientists do, thus broadly promoting scientific literacy. Activities using the technology for infographic design have potential to engage and draw in not only those who already enjoy manipulating and analyzing data, but in addition, and more importantly, those who consider themselves writers and those who enjoy helping others learn. It also has potential to draw into science and advance science literacy in those who simply want to be recognized as making a contribution to their peer community. This work goes beyond current philosophies of schooling in suggesting that we may help people better their understanding by allowing them active roles in helping others learn and in communicating to the populous.