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首页> 外文期刊>Journal of interactive learning research >Visualized Statistics And Students' Reasoning Processes In A Post Truth Era
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Visualized Statistics And Students' Reasoning Processes In A Post Truth Era

机译：统计数据和学生的职位原理时代的推理过程

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摘要

In these times, described as an 'post-truth' era where we are faced with information overload, it is a challenge to help students find relevant information, support their knowledge building and engage them in thinking critically about information and knowledge from different perspectives. This study investigates how a visual analytics interface (with a dynalinked view of an interactive map together with interactive graphs) and students interact to solve tasks in secondary schools' social-science classrooms. Teachers are probably better able to support their students if they know more about the translations and the patterns that emerge when students try to engage in interactive graph reading. We have distinguished three patterns that emerge in the interactions. These patterns, decoding, manoeuvring and incorporation of prior knowledge, is supportive in elucidating the students' visual and analytical reasoning processes. Insights about those reasoning processes is important since earlier research has highlighted the centrality of considering the problems of the complexity of interactive graph reading and thus dealing with issues concerning students' abilities to read and interpret such graphs, when presented as part of interactive information visualization technology.
机译：在这些时代，被描述为我们面临信息超载的“后真理”时代，帮助学生找到相关信息是一项挑战，支持他们的知识建设，并从事来自不同观点的信息和知识批判性思考。本研究调查了视觉分析界面（与交互式地图的Dynalked视图与交互式图一起）和学生互动以解决中学社会科学教室中的任务。如果学生尝试从事互动图形阅读，教师可能更能支持他们的学生，如果他们更多地了解了他们的翻译和模式。我们有三种模式在互动中出现。这些模式，解码，机动和纳入先验知识，支持阐明学生的视觉和分析推理过程。由于早期研究突出了考虑互动图阅读的复杂性问题，因此介绍了互动性图表的复杂性问题，介绍了关于互动信息可视化技术的一部分的互动性的问题。

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