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Learning Science Through VisualizationIn the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.
Document ID
20050238459
Document Type
Other
Authors
Chaudhury, S. Raj (Norfolk State Univ. VA, United States)
Date Acquired
August 23, 2013
Publication Date
October 25, 2005
Subject Category
Space Sciences (General)
Funding Number(s)
CONTRACT_GRANT: NCC1-01055
Distribution Limits
Public
Copyright
Work of the US Gov. Public Use Permitted.
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