Visualization in Science and Education: Workshop

有一个跨学科的项目，以解决复杂的问题，这是特别重要的发展可视化的科学传播到更大的社区，以及科学教学领域的日益重视。相关的学科社区是科学家，以确保可视化的准确性，认知心理学家，以窥视到心灵，以制定有效的可视化参数和教育工作者，以确定可视化是否有助于学习过程。 为所有三个社区提供支助的是开发衡量有效性的工具的评价人员。 NSF认识到有必要通过为2001年和2003年戈登科学和教育可视化会议上的一个小型项目提供支持，将这些社区聚集在一起。小移民计划的主要目的是建立必要的跨学科联系。 2001年的与会者在沟通通常互不相交的社区所涉及的独特问题方面吸取了宝贵的经验教训。 拟议讲习班的目的是使2003年项目参与者能够从2001年参与者吸取的经验教训中受益。 这些实用的经验教训很少印刷出来，但对于项目的最佳成功至关重要。经验教训包括如何处理多个时区，语言或文化等问题。 为了汲取这些智慧，2001年项目的参与者将与2003年项目的参与者一起进行为期一天半的深入讨论。这一讨论将被捕获到一个实用的手册，个人试图建立这些新的合作。 将要讨论的主题包括：如何跨越时区，如何丰富一个项目与不同的文化，而不淹没它，以及如何处理时区和个性。 研讨会的广泛影响是显而易见的。其中一项产品将是一本关于处理跨文化、科学和社会问题的手册，以弥合不同的社区。随着对跨学科研究的重视，越来越多的研究人员将努力解决这些问题。

There is an increasing emphasis on cross-disciplinary projects to address complex issues, which is particularly important in the field of developing visualizations for communication of science to the larger community as well as for the teaching of science. The relevant disciplinary communities are scientists to insure accuracy of visualization, the cognitive psychologists to peer into the mind to develop parameters for effective visualization and the educators to determine if the visualization has aided the learning process. Supporting all three communities are the evaluators who develop the instruments to measure effectiveness. NSF recognized the need for bringing these communities together by providing support for a minigrant program attached to the 2001 and 2003 Visualization in Science and Education Gordon Conferences. The primary purpose of the minigrant program is to forge the needed cross-disciplinary ties. Valuable lessons were learned by the 2001 set of participants with respect to the unique issues involved in bridging communities that normally do not cross paths. The purpose of the proposed workshop is to enable the 2003 project participants to benefit from the lessons learned by the 2001 participants. These practical lessons seldom make it into print, yet are critical for optimum success of a project. Lessons learned include issues like how to deal with multiple time zones, languages, or cultures. To capture this wisdom, participants from the 2001 projects will be brought together with those from the 2003 projects for a day-and-a-half of intensive discussion. This discussion will be captured into a practical handbook for individuals attempting to forge these new collaborations. The topics to be discussed include: How to bridge time zones, how to enrich a project with diverse cultures without swamping it, and how to deal with time zones and personalities. The broader impacts of the workshop are clear. One of the products will be a handbook on dealing with the cross cultural, scientific as well as social, of bridging disparate communities. As the emphasis on cross-disciplinary research expands, more and more researchers will be grappling with these issues.