ISSN:
1573-1839
Keywords:
Visualization
;
educational technology
;
project-enhanced science learning
;
climate
;
networking
;
telecommunications
Source:
Springer Online Journal Archives 1860-2000
Topics:
Natural Sciences in General
,
Technology
Notes:
Abstract This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical back-ground for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is followed by a description of the design of the Climate Visualizer, including detailed accounts of its provision of spatial and temporal context and the quantitative and visual representations it employs. A broader context is then explored by describing its integration into the high school science classroom. This discussion explores how visualizations can promote the creation of scientific theories, especially in conjunction with the Collaboratory Notebook, an embedded environment for creating and critiquing scientific theories and visualizations. Finally, we discuss the design trade-offs we have made in light of our theoretical orientation, and our hopes for further progress.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF01575897
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