EXP: Collaborative Infographics for Science Literacy (CISL)

此计画以现有的公民新闻活动为基础，探讨如何使用资讯图表的合作批评与建构来培养高中生。科学素养和参与。基础是对人类行为和学习的社会文化方法，使用随着时间的推移的中介行为和认同的概念来解释个人的发展和对未来学习的准备。空间和视觉思维方面的认知科学研究也发现，空间隐喻为更抽象的思维、元表征能力的发展、对表征过程本身的理解以及协作性想法的发展提供了基础。信息图设计和围绕它的思想发展分布在环境中的人和工具中，学习者通过协作改进他们用于交流的表示来提高他们自己的概念理解。技术创新是围绕信息图表设计创建的社会技术系统，作为促进科学学习和素养的一种方式，包括(i)将信息图表工具整合到学习活动中，以促进科学学习和素养，（ii）可用于促进思想发展的注释信息图表案例库，阅读和理解信息图表的能力，以及对信息图表的批评和构建。（iii）一个案例创作工具，促进对一个人的信息图设计的反思，因为学习者写他们的设计，并指导他们对他们的设计的理由进行注释。研究的重点是社会技术系统的设计，使信息图设计促进学习和培养科学素养。吸引更多的高中生了解科学，提高科学素养，促进高中生更深入的科学学习，是教育系统面临的巨大挑战。这个项目的重点是通过设计公民新闻活动来解决这些挑战，这些活动可以与其他科学课程活动相结合。活动本身围绕着信息图表的协作批评和构建。信息图表是数据和/或信息的可视化表示，用于表达和交流科学、数学、技术和社会学信息，在今天的新闻中广泛使用。该项目旨在帮助高中生学会理解这些图形，并利用这些图形的设计作为促进学习的一种方式。这些活动本身要求学生参与数据分析和综合，并使用他们正在学习的科学知识来开发其他人可以理解和学习的视觉表示。这项技术对记者使用的东西来说是真实的，它的使用和围绕它使用的哲学可以有力地吸引高中生了解科学的奇迹，帮助他们欣赏科学家的工作，从而广泛地提高科学素养。使用信息图表设计技术的活动不仅有可能吸引那些已经喜欢操纵和分析数据的人，而且更重要的是，那些认为自己是作家和喜欢帮助他人学习的人。它也有可能吸引那些只是想被承认为对同行社区做出了贡献的人参与科学并提高他们的科学素养。这项工作超越了目前的教育哲学，它表明我们可以通过允许人们在帮助他人学习和与大众交流中发挥积极作用来帮助人们更好地理解。

The project builds on an existing citizen journalism activity to investigate how to use collaborative critique and construction of infographics to foster high school students? science literacy and engagement. Foundations are in sociocultural approaches to human action and learning, using the notions of mediated action and identification over time to explain development and preparation for future learning of individuals. Foundations are also in cognitive science work on spatial and visual thinking that has found that spatial metaphors provide a foundation for more abstract thinking, on notions of meta-representational competence development of understanding of the process of representation itself, and on collaborative idea development. Infographic design and idea development around it are distributed across people and tools in the environment, and learners better their own conceptual understandings through collaboratively bettering the representations they are using to communicate. The technological innovation is the socio-technical system that is being created around design of infographics as a way of promoting science learning and literacy and includes (i) the integration of infographics tools into learning activities to promote science learning and literacy, (ii) a case library of annotated infographics that can be used to promote idea development, ability to read and understand infographics, and critique and construction of infographics, and (iii) a case authoring tool that promotes reflection on one's infographic designs as learners write up their designs and are guided to annotate them with justifications for their designs. Research focuses on design of the socio-technical system that allows infographic design to promote learning and foster scientific literacy.Drawing in more high schoolers to science, promoting scientific literacy, and promoting deeper science learning among high schoolers are huge challenges to the educational system. This project focuses on addressing those challenges through design of citizen journalism activities that can be integrated with other science curriculum activities. The activities themselves revolve around collaborative critique and construction of infographics. Infographics are visual representations of data and/or information, used to express and communicate science, mathematical, technological, and sociological information and used extensively in journalism today. The project seeks both to help high schoolers learn to make sense of such graphics to use design of such graphics as a way to promote learning. The activities themselves require students to engage in data analysis and synthesis and to use science they are learning to develop visual representations that others can make sense of and learn from. The technology is authentic to what journalists use, and its use and the philosophy around its use could be powerful in drawing high schoolers to the wonders of science and helping them appreciate what scientists do, thus broadly promoting scientific literacy. Activities using the technology for infographic design have potential to engage and draw in not only those who already enjoy manipulating and analyzing data, but in addition, and more importantly, those who consider themselves writers and those who enjoy helping others learn. It also has potential to draw into science and advance science literacy in those who simply want to be recognized as making a contribution to their peer community. This work goes beyond current philosophies of schooling in suggesting that we may help people better their understanding by allowing them active roles in helping others learn and in communicating to the populous.