Educating Skillful Visualizers

来自坦普尔大学和卡尔顿学院的一组研究人员将召开一次研讨会，重点是教育学生成为现代科学可视化的熟练使用者和创造者，如数据图表、地图、图表和图表。现在，科学教科书、报纸和杂志上的文章以及科学期刊上的文章中都充斥着这样的形象。在许多情况下，文章或章节不能仅仅通过阅读文本来理解；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。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，在这些领域，使用科学可视化是一项关键能力，包括全面的STEM学科。研讨会将侧重于以可视化学习为基础的社会和认知过程和策略。召集人和参与者将致力于综合关于培养和评估学生可视化能力的已知知识，并将确定突出的研究问题。为更广泛的社区举办的研讨会的主要成果将是独立于纪律的教学和评估策略的汇编，并显示出帮助学生熟练掌握可视化的前景。汇编将通过一个广泛使用和免费提供的网站提供。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。来自坦普尔大学和卡尔顿学院的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使用者和创造者，如数据图表、地图、图表和图表。研讨会的目标是构建一套可视化能力，这些能力建立在整个教育轨道上，植根于人类的感知和认知系统，不与特定的学科可视化实践相联系，并培养出能够开发和解释尚未明确教授的类型的可视化的毕业生。获得这种跨学科可视化能力的学习者将发现更容易在不同学科之间移动和跨学科协作。他们将提高他们关于科学的交流能力，从而有助于在科学和社会其他方面之间架起桥梁。为了实现这些目标，本次研讨会将汇集一个多学科小组，其中包括教师、博士生、课程开发人员、专业开发提供者、可视化创建者和教育研究人员，他们在使用科学可视化是关键能力的各种领域工作。讲习班将有两个部分：一个重点是培养学习者的可视化能力，第二个重点是评估这些能力，并根据这些能力评价可视化及其在教育中的使用的有效性。对于每一条线索，召集人都撒下了一张大网，收集已被证明在某些背景下可行的想法，并有可能适合在多个背景下扩展。利用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，并展示出帮助学生熟练使用基于数据和基于概念的可视化的前景。汇编将使用来自多个领域的示例进行充实。在收集和交叉培养现有知识的同时，该小组将确定关于可视化学习的关键研究问题，这些问题已经在使用可视化的多个学科中反复出现。

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.