Cognitive Processes in Understanding and Using Scientific Diagrams

认知研究表明，科学专家通常使用图表作为视觉推理的中介工具。但在科学教育材料和实践中，视觉是典型的“辅助”，而不是基本的表现。这项研究将考察学生如何学习理解、使用和构建作为思维工具的图表。它将集中在起始光学的图密领域。该项目有两个互动阶段：研究学生如何理解静态光学图，以及开发和改进基于计算机的动态图和绘图工具的原型。具体任务是：(1)光学教材中图表的初步研究和分析，(2)利用这些图表进行教学实践研究，(3)研究学生对图表的理解和使用，(4)设计和开发互动图表和动态图表构建工具包，(5)进行原型研究，以及(6)制定和传播互动图表在科学教育中的创作和使用的启示。这种对科学视觉教育的研究将有助于指导新的科学教育课程和软件的开发。由认知科学家、科学教育工作者、图形专家和系统开发人员组成的项目团队致力于用新的数据、理论和动态图表的创新原型来促进科学中的学习和推理。这些跨学科活动更直接地将科学教育研究、材料开发和课堂活动联系在一起。费用分摊由学习研究所和APPL提供，前者提供间接费用，后者提供四个MacIntosh II系统。

Cognitive research indicates that science experts commonly use diagrams as mediational tools for reasoning visually. But in science education materials and practices, visuals are typically "aids" rather than fundamental representations. This research will examine how students learn to comprehend, use, and construct diagrams as thinking tools. It will focus on the diagram-dense field of beginning optics. The project has two interacting phases: research on how students understand static optics diagrams, and development and refinement of prototype computer- based dynamic diagrams and diagramming tools. Specific tasks are: (1) Pilot research, and analysis of diagrams in optics texts, (2) research on instructional practices with these diagrams, (3) research on student understanding and use of diagrams, (4) design and develop interactive diagrams and a dynamic diagram-construction kit, (5) carry out research with prototypes, and (6) formulate and disseminate implications for creation and use of interactive diagrams in science education. Such research on visual education in science will help guide development of new curricula and software for science education. The project team of cognitive scientists, science educators, graphics specialists, and systems developers is devoted to promoting learning and reasoning in science with new data, theory, and innovative prototypes of dynamic diagrams. These interdisciplinary activities more directly link science education research, materials development, and classroom activities. Cost sharing is provided by the Institute for Research on Learning which is contributing indirect costs and APPEL which is contributing four MacIntosh II systems.