Use scientific visualization to link the aims of education to the practices of science through exploratory, inquiry-driven learning¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article culminates in a recommendation that education adopt scientific visualization as a means "to provide education with an important new inscriptional system for exploratory, inquiry-driven learning and to link the aims of education to the practices of science." This positions visualization tools as vehicles for inquiry-oriented science instruction rather than as presentation aids.

Design Implications¶

Context¶

Requirements¶

• Schools must address the identified integration problems, including infrastructure and students' basic scientific practices

Constraints¶

• Depends on resolving incompatibilities between traditional high-school classroom formats and scientific inquiry

Target Learners¶

• secondary and undergraduate science students

Target Learning Goals¶

• exploratory inquiry-driven science learning

Affordances¶

• Scientific Visualization Inscriptional System

Claims¶

• Digital network mapping tools support students in critically selecting and reviewing online data on socio-scientific controversies [+W]

Related Strategies¶

• Science Through Inquiry
• Adopt an activist research paradigm: simultaneously create and study changes in learning with new cognitive and educational tools

Examples¶

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Key Sources¶

• Douglas N. Gordin, Roy D. Pea. (1995). Prospects for Scientific Visualization as an Educational Technology. The Journal of the Learning Sciences, 4(3), pp.249-279. https://telearn.hal.science/hal-00190593