Educating Skillful Visualizers

培养熟练的可视化者

• 批准号: 1743234
• 负责人: Thomas Shipley
• 金额: $ 4.99万
• 依托单位: Temple University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-15 至 2018-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1743234&HistoricalAwards=false
• 关键词: Educating; Skillful; Visualizers

A team of researchers from Temple University and Carleton College will convene a workshop focused on educating students to be skillful users and creators of modern scientific visualizations, such as data graphs, maps, charts and diagrams. Such visualizations are now abundant in science textbooks, newspaper and magazine articles, and in scientific journal articles. In many cases, the article or chapter simply cannot be understood by reading the text alone; the visualizations carry essential elements of the message and many students find them challenging to understand. The workshop will bring together a multi-disciplinary group of researchers, developers, and educators drawn from a variety of fields where using scientific visualizations is a key competency, including the full range of STEM disciplines. The workshop will focus on both social and cognitive processes and strategies that underlie learning with visualizations. Conveners and participants will work to synthesize what is known about fostering and assessing students' visualization proficiency, and will identify outstanding research questions. The main product of the workshop for the broader community will be a compilation of instructional and assessment strategies that are independent of discipline and show promise for helping to build students' proficiency with visualizations. The compilation will be made accessible through a widely used and freely-available website. The project is funded by the EHR Core Research (ECR) program, which supports work that advances the fundamental research literature on STEM learning.Researchers from Temple University and Carleton College will convene a workshop focused on educating students to be skillful users and creators of modern scientific visualizations, such as data graphs, maps, charts and diagrams. The goal of the workshop is to construct a set of visualization competencies that builds across the educational trajectory, is grounded in human perceptual and cognitive systems, is not tied to specific disciplinary visualization practices, and produces graduates who can develop and interpret visualizations of types that have not been explicitly taught. Learners who acquire this kind of trans-disciplinary visualization competency will find it easier to move between and collaborate across disciplines. They will increase their capacity to communicate about science, and thus help to bridge between science and the rest of society. To move towards these goals, this workshop will bring together a multi-disciplinary group including faculty, doctoral students, curriculum developers, professional development providers, visualization creators, and education researchers, working in a variety of fields where using scientific visualizations is a key competency. The workshop will have two strands: one focused on fostering learners' visualization competencies and the second on assessing those competencies and evaluating the effectiveness of visualizations and their use in education based on those competencies. For each strand, the conveners have cast a broad net for ideas that have been shown to work in some context and are potentially suitable for expansion across multiple contexts. Drawing on the participants' experience and expertise, the group will produce a compilation of instructional strategies that are independent of discipline and show promise for helping to build students' proficiency with data-based and concept-based visualizations. The compilation will be fleshed out with examples from multiple fields. In parallel with this gathering and cross-fertilization of existing knowledge, the group will identify key research questions about visualization learning that have recurred across multiple visualization-using disciplines.

来自坦普尔大学和卡尔顿学院的一组研究人员将召开一个研讨会，重点是教育学生成为现代科学可视化的熟练用户和创造者，如数据图，地图，图表和图表。 这样的可视化现在在科学教科书、报纸和杂志文章以及科学期刊文章中很丰富。 在许多情况下，文章或章节仅仅通过阅读文本是无法理解的;可视化包含了信息的基本元素，许多学生发现它们很难理解。该研讨会将汇集来自各个领域的研究人员，开发人员和教育工作者的多学科小组，其中使用科学可视化是一项关键能力，包括全方位的STEM学科。该研讨会将重点放在社会和认知过程和策略，基础与可视化学习。召集人和与会者将努力综合什么是已知的培养和评估学生的可视化能力，并将确定突出的研究问题。研讨会为更广泛的社区提供的主要产品将是独立于学科的教学和评估策略的汇编，并有望帮助学生提高可视化的熟练程度。该汇编将通过一个广泛使用的免费网站提供。该项目由EHR核心研究（ECR）计划资助，该计划支持推进STEM学习基础研究文献的工作。天普大学和卡尔顿学院的研究人员将召开一次研讨会，重点教育学生成为熟练的用户和创造者现代科学可视化，例如数据图、地图、图表和图表。该研讨会的目标是构建一套可视化能力，该能力建立在教育轨迹上，以人类感知和认知系统为基础，不依赖于特定的学科可视化实践，并培养能够开发和解释未明确教授的可视化类型的毕业生。获得这种跨学科可视化能力的学习者将发现更容易在学科之间移动和协作。他们将提高他们交流科学的能力，从而帮助在科学和社会其他领域之间架起桥梁。为了实现这些目标，本次研讨会将汇集一个多学科小组，包括教师，博士生，课程开发人员，专业发展提供商，可视化创作者和教育研究人员，在使用科学可视化是一个关键能力的各个领域工作。 讲习班将分为两个部分：一部分侧重于培养学习者的可视化能力，另一部分侧重于评估这些能力，并根据这些能力评价可视化的有效性及其在教育中的使用。对于每一条链，召集人都为那些在某些情况下有效的想法撒了一张大网，这些想法可能适合在多种情况下扩展。根据参与者的经验和专业知识，该小组将编制一份独立于学科的教学策略汇编，并有望帮助学生提高对基于数据和基于概念的可视化的熟练程度。汇编将充实与多个领域的例子。 在收集和交叉现有知识的同时，该小组将确定有关可视化学习的关键研究问题，这些问题在多个可视化使用学科中反复出现。