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Edited and revised: Overview of the international and interdisciplinary Gordon Research Conference on Visualization in Science and Education and info on key cognitive science and other visualization ...

Edited and revised: Overview of the international and interdisciplinary Gordon Research Conference on Visualization in Science and Education and info on key cognitive science and other visualization researchers. History of the conference, NSF workshop, and research on learning with visualizations.

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Visualization: ACS Sp 2010 CINF Keynote Visualization: ACS Sp 2010 CINF Keynote Presentation Transcript

  • International Perspectives:Visualization in Science and Education Keynote Presentation for CINF Symposium ACS National Meeting San Francisco - Spring 2010 Liz Dorland Washington University in St. Louis dorland@wustl.edu slideshare.net/ldorland (revised version)
  • What should we teach? How should we teach it? How do we decide?• Introduction - Learning from images• A Little History• NSF Workshop on Visualization (2001)• Gordon Research Conference on Visualization in Science and Education• Interdisciplinary Participants& Research
  • Audience? Purpose? Developer? Public Informal Science Understanding Education Education of Science Scientific Visualization Scientific Public Research PublicUnderstanding Understanding of Science of Science
  • Napoleon’s Marchwww.edwardtufte.com/tufte/minard
  • Statistical Graph - Charles Minard (1861)Adapted by Aaron Walburg and Stephen Hartzog (1996)
  • Web of Sciencewww.visualcomplexity.com/vc/project.cfm?id=434
  • Visual Complexitywww.visualcomplexity.com/
  • The Visual Elements Periodic Table www.rsc.org/chemsoc/visualelements
  • www.rsc.org/chemsoc/visualelements/pages/ionisation.html
  • Periodic Landscapes
  • Ionization Energy Landscapeshttp://www.rsc.org/chemsoc/visualelements/pages/ionisation.html
  • Visual Elements Animation Linkswww.rsc.org/chemsoc/visualelements/pages/animate.html
  • Decoding…What are those balls? DNA-binding domain of the GAL4 transcriptional regulatory protein. Lysine 18 sits in the major groove of DNA, recognizing the DNA sequence CGG. Polyview-3DAdrenergic G-protein coupled receptorfunctionally solubilized by self-assemblyinto a 10 nm diameter Nanodisc. Normal transcription requires both theSteve Sligar - U of Illinois DNA-binding domain (BD) and the activation domain (AD) of a transcriptional activator (TA). Science Creative Quarterlywww.scq.ubc.ca
  • Multiple Representations What do students see? > 8 million! Google Images: “DNA”
  • Bruce Alberts“The Cell as a Collection of Protein Machines:Preparing the Next Generation of MolecularBiologists.” Bruce Alberts - Cell 92: 291-4. (1998) ~ 300 citations
  • Virtual Museum of Minerals and Molecules Chime ->Jmol virtual-museum.soils.wisc.edu/displays.html
  • MDL Cool Chime Sites - 1997
  • Levels of Representation Symbolic Macroscopic H2O Sub- Microscopic
  • Google: “Dissolving NaCl”NCSSM: Flash Animation from North Carolina School of Science and Mathematics
  • What do students see? www.ccds.charlotte.nc.us/mackenzie/Chem/
  • Google Images: “NaCl dissolving”
  • What do students see? Molecules? Ions? Colored spheres? How do we know?
  • “Representational Competence?” Roy Tasker Tom Greenbowe
  • Alex Johnstone: JCE 1983How many chunks? • Miller number 7 • Working memory Organic Chem Topics After repeated attempts • Chunking • Perception filter • Information Processing Model
  • Ed Psych & Visualization• Miller - Magic #7 (1956)• Pavio - Dual Coding (1980s)• Sweller et. al. (1980s) - Cognitive Load Theory• Mayer & Moreno (1990s) - Multimedia Principles
  • NSF Workshop
  • Peter Atkins (Oxford) – GRC Speaker 1994, 2007Loretta Jones (U Northern Colorado) – Speaker 1998 www.rsc.org/Publishing/Journals/RP/issues/2005_3/
  • www.grc.org/conferences.aspx?id=0000385
  • The Conference brings together:• physical and biological scientists• graphics specialists• cognitive scientistsIn a forum for the critical examination of:• the uses of visual images in the physical and biological sciences and in mathematics• the tools used to create these images, and of• their effectiveness in conveying scientific information to specialist and novice audiences
  • Visualization in Science & EducationCognitive scientists’understanding of humanperception and cognition guides the research andeducational application of visualizations.Recent Conferences have been preceded byworkshop tutorials on evaluating and creating bettervisualizations.Small, peer-reviewed mini-grants have been awardedpost-Conference tofoster the multidisciplinaryresearch needed to create effective visualization.
  • Visualization in Science & Education• Biology• Chemistry• Physics• Engineering• Psychology• Computer Science/Graphics• Earth Sciences• Mathematics• Cognitive Science & the Learning Sciences
  • 2007 GRC Speaker: Donna Cox, NCSA &UIUCaccess.ncsa.uiuc.edu/Stories/supertwister/ Museum of Science &IndustryVisualization by Donna Cox, Robert Patterson,Stuart Levy, Matt Hall, Alex Betts, NCSA
  • 2005 GRC Speaker: Pat Hanrahan (Stanford)Computer Graphics ResearchDeveloper of RenderMan software Winner of two Academy Awards
  • 2005 GRC Speaker: Mary Hegarty, Psychology UC Santa Barbara www.psych.ucsb.edu/~hegarty/visual_displays.php“We are interested in how people make sense of thesecomplex visual-spatial displays and how they use them inlearning, reasoning and problem solving.”“Eye tracking provides an online measure of the informationthat a viewer is accessing while reasoning and solvingproblems with complex visual displays.”
  • 2003 & 2009 GRC Speaker Barbara Tversky, Psychology Stanford & Columbia University “Animation, Does it Facilitate Learning?” www-psych.stanford.edu/~bt/ Diagrams:www-psych.stanford.edu/~bt/diagrams/papers/ Space: www-psych.stanford.edu/~bt/space/papers/ Events: www-psych.stanford.edu/~bt/events/papers/• Animations have not been proven more effective than equivalent static graphics.• Animations that are invented and used in exploring phenomena and data, often by experts in pursuit of understanding, may be effective.• Creating animations may confer benefits to the creators.• Expertise in the specific content and animation may make some animations effective.
  • 2005 GRC Speaker: Shaaron Ainsworth, Psychology University of NottinghamLearning with Visual & Multiple Representations and Interactive Technologies • examine how different combinations of representations influence learning • identify a set of design principles for successful multi-representational software • develop a model of how people learn with multiple representations
  • Ainsworth
  • “On the Surface of Things” Felice Frankel & George Whitesides2007 ACS Priestly Medalist2005 GRC Speaker
  • “She Calls It ‘Phenomena’ Everyone Else Calls It Art”Felice Frankel, NYT June 20072001 GRC Speaker
  • Donald Sadoway, MIT (with Felice Frankel)Department of Materials Science and Engineering web.mit.edu/i-m/picturing/pict_stu04.html
  • MIT-NSF: “Picturing to Learn” web.mit.edu/i-m/picturing/pict_students.html“We compared scores on the final exams 2004 vs 2005 and sawevidence in support of deeper understanding of conceptsaddressed in the picturing homework assignments."
  • Collaborative Environments SRI: Robert Kozma chemsense.org/about/papers.html
  • 2003 GRC Speaker: Marcia Linn, UC BerkeleyWeb-based Inquiry Science Environmen(WISE)Making complex science visible
  • Chemical Reactions: Visualize & Reflect Jennifer Chiu How did making water molecules in Molecular Workbench relate to the balanced equation of 2H2+ O2 ->2H2O“They are related because in order to have no atoms leftover in the workbench, we had to get a certain amount ofoxygen atoms and hydrogen atoms. This number is thesame as the ratios in the balanced equation (2 H2, 1 O2,and you end up with 2H2O molecules).”
  • Student Results Increased connections among symbolic and molecular representations, limiting reactants, and conservation of mass. Pretest Post testIf only the molecules in theclosed container below react (1)according to the equation, KRdraw the expected products inthe box: 2S + 3O2 ->2SO3 RB (1) BW (2) Draw the container after the reaction.
  • Opportunities to participate• TELS/WISE tested modules are free and available over theinternet (http://www.wise.berkeley.edu)• TELS software is available and open source(SAIL: http://sail.sourceforge.net)• TELS Assessments are available and have acceptedpsychometric properties; TELS Professional development modelenables teachers to quickly begin using modules and designtheir own additional supports(see http://TELSCenter.org)• TELS Design Principles database is on-line and available foruse in courses, customization activities, and design(see http://www.design-principles.org)
  • GRC Viz Mt. Holyoke 2001 Oxford2003, 2005, 2009 Rhode Island 2007 + 2011 www.grc.org
  • Learning in a Virtual World: Medical Education www.slideshare.net/ldorland
  • Learning & Instruction Cognition & Instruction Journal of Research in Science Teaching International Journal of Science Education Applied Cognitive Psychology Journal of the Learning Sciences Cognitive Science Journals with Research on Visualization Ed. Technology Research & Development Journal of Science, Ed & Technology British Journal of Educational Technology Technology, Pedagogy and EducationLiz Dorland Canadian J of Learning TechnologyWashington University in St. Louis Computers & Human Behaviordorland@wustl.edu Learning, Media & Technology
  • Links• http://www.stereo3dgallery.net/cgi_bin/gallery/view.cgi?username=jhart&catid=2• http://geowall.geo.lsa.umich.edu/visualization.html• http://www.psych.ucsb.edu/~hegarty/visual_displays.php• http://www.telscenter.org/confluence/display/TIC/Using+Technology+Mediated+Visualizatio ns+to+Support+Chemistry+Learning• http://www.springerlink.com/content/y781h1p7561p3h71/?p=4fd759ee01aa46d7a9899a56 783a9b45&pi=2• http://www.google.com/search?hl=en&safe=active&domains=vis.berkeley.edu&q=Marcia+Li nn+visualization&btnG=Search&sitesearch=• http://www.slideshare.net/ldorland/acsbostonvizlrn• GRC agendas - http://www.grc.org/conferences.aspx?id=0000385• http://www.grc.org/programs.aspx?year=2007&program=visualiz• http://www.rsc.org/Education/CERP/issues/2005_3/p2_jones.asp#• http://pro3.chem.pitt.edu/workshop/