Toward a General Scientific Visualization Architecture for Education

小行星9453715 科学可视化技术在相对较短的时间内对科学实践产生了巨大的影响，因为科学可视化为人类观察大量数据中的关系，模式和过程提供了无与伦比的能力。 这项研究将试图证明，科学可视化技术可以在教育环境中产生类似的影响，出于类似的原因。 该研究的目的是评估在探究式学习过程中使用科学可视化是否可以使学生在学术能力的范围内对复杂甚至混乱的现象（如气候，天气和大气温室效应）进行科学理解。 这些复杂的自然现象的理解已经超出了所有，但最聪明的和最积极的学生与传统的教学技术。 我们以前的研究表明，科学可视化可以是一个有价值的学习工具，为学生从事探究式学习。 然而，这项研究也揭示了需要一个软件架构的科学可视化，提供学习者的支持，专门针对在基于探究的学习过程中使用可视化。 这种以研究为指导的工具和技术的转化，开发供科学家使用的环境，以支持学生在发展强大的科学理解是一个重大的挑战。 作为这项研究的一部分，我们将开发和评估支持性的科学可视化环境，用于研究大气科学的两个重要领域：气候/天气和大气温室效应。 利用这些环境，我们将进行一组四项研究，旨在研究的前景和挑战的科学可视化技术为中学科学教育。 在这些研究中，我们将研究的方式，在支持科学可视化架构，与其他教学方法相比，可以影响学生的概念理解和他们进行科学探究的过程。 我们将研究学生从科学可视化中学习的过程，以及科学可视化环境在探究式课堂中的应用方式。 ***

9453715 Edelson The techniques of scientific visualization have had a tremendous impact on the practice of science over a relatively short period of time because of the unparalleled capacity scientific visualization provides for human observations of relationships, patterns, and processes in large quantities data. This research will attempt to demonstrate that the techniques of scientific visualization can have a similar impact in educational environments for similar reasons. The goal of the research is to assess whether the use of scientific visualization in the course of inquiry-based learning can enable students across the spectrum of academic ability to develop a scientific understanding of complex, even chaotic phenomena, such as climate, weather, and atmospheric greenhouse effect. Understanding of these complex natural phenomena has been out of reach of all but the brightest and most highly motivated students with traditional instructional techniques. Our previous research has demonstrated that scientific visualization can be a valuable learning tool for students engaged in inquiry-based learning. However, this research also revealed the need for a software architecture for scientific visualization that provides learner support targeted specifically at the use of visualization in the course of inquiry-based learning. This research-guided transformation of tools and techniques developed for use by scientists into environments to support students in the development of robust scientific understanding is a significant challenge. As part of this research, we will develop and evaluate supportive scientific visualization environments for the study of two important areas of atmospheric science: climate/weather and atmospheric greenhouse effect. Using these environments, we will conduct a set of four studies designed to examine the prospects and the challenges of scientific visualization as technology for secondary science education. In these studies, we will examine the ways in which the supportive scientific visualization architecture, in comparison to other instructional approaches, can impact both students' conceptual understanding and the process by which they conduct scientific inquiry. We uill examine the process by which students learn to make sense from scientific visualizations and the way that scientific visualization environments are adopted in inquiry-based classrooms. ***