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Research on Using Visualizations in Class

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Stephen Reynolds and Michael Piburn presentation Visualization in College Geology Courses: Interactive Visualizations & their Assessment

Research Overview

Research Methodologies in Science Education: Visualization and the Geosciences, Journal of Geoscience Education, v. 50, n. 4, p. 449.
Libarkin, Julie C. and Christine Brick

This article provides information about what methods are most useful in teaching students visualization skills, as well as what types of future research can ensure that accessible educational strategies will be effective for enhancing spatial and visualization skills.

Principles of Design: What makes a Visualization Good for Teaching? (PowerPoint 10.9MB Jan18 05)
Barbara Tversky, Psychology, Stanford University

Lessons from this power point presentation include: map the structure & content of the information to be conveyed on the structure & content of the diagram; use extra-pictorial devices like arrows & guidelines unambiguously; craft diagram to explain, not just show; check if students learn what is intended and don't learn misconceptions.

The Virtual Exploratorium: Foundational Research and Theory on the Integration of 5-D Modeling and Visualization in Undergraduate Geoscience Education

Hay, K.E., Marlino, M., & Holschuh, D.R. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 214-220).

The Virtual Exploratorium is a collaborative development project to develop a theoretical and operational framework to promote high-end visualization, modeling, and data in the support of education. This paper reports on the theoretical framework and three research studies that have been conducted to support the development of the Virtual Exploratorium.

Graphs

Students' Learning from Model-produced Graphs (PowerPoint 786kB Jan18 05)
Catherine Gautier, University of California, Santa Barbara

In this power point presentation, the author's research showed: students understood graphs because of the repetitive nature; Required quantitative skills related to the use of graphs well grasped, but other quantitative skills were only employed by best students; graphs allowed students to visualize and communicate quantitative information and this promoted thinking about data; through the interaction between graphs and quantitative skills, the class activities supported the application and development of scientific reasoning.

Diagrams

Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics, Journal of Research in Science Teaching, v. 36, n. 1, pp. 39-53.
Gobert and Clement, 1999

This article describes the results of an experiment looking at the impact of drawing diagrams on the understanding students gain from text.

How Diagrams Tell Stories (PowerPoint 12.4MB Nov19 04)
Barbara Tversky, Stanford University

The lessons from this power point presentation are: 1) Map the structure & content of the information to be conveyed on the structure & content of the diagram; 2) Use extra-pictorial devices like arrows & guidelines unambiguously; 3) Craft diagram to explain, not just show; 4) Check if students learn what is intended and don't learn misconceptions.

Interactive Visualizations

Visualization in College Geology Courses: Interactive Visualizations and their Assessment (PowerPoint 8.3MB Mar9 04)
Steve Reynolds, Arizona State University

In this power point presentation, visualization software and GEOWall immersive visualization are discussed along with educational research results.

Lessons Learned from Using a Web-based Interactive Landform Simulation Model (WILSIM) in a General Education Physical Geography Course, Journal of Geoscience Education, v 53, p 489.
Wei Luo, Jay A. Stravers, and Kirk L. Duffin

This paper presents the results of testing a Web-based Interactive Landform Simulation Model (WILSIM) in a general education physical geography course.

GIS

Design, Implementation and Evaluation of GIS-Based Learning Materials in an Introductory Geoscience Course Journal of Geoscience Education, January 2002, p. 5-14.
Hall-Wallace, Michelle and Carla M. McAuliffe

Using classroom observations, student interviews and surveys, pre- and posttests of knowledge, and measures of spatial skills, the authors have begun to quantify student learning that occurred with a GIS-based module on plate tectonics and geologic hazards.

Anaglyph Maps

Anaglyph Map Study
Tony P. Murphy, College of St. Catherine

This research evaluates the use of anaglyph maps for teaching earth science concepts in the middle and high school science classroom. Students enjoyed using the anaglyph maps and believed that they could explain them to someone else easily. Teachers also would like to use the anaglyph maps for reinforcing concepts and giving students who have problems understanding topographic maps an opportunity to visualize the area in 3D.


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