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Book Chapter

Understanding and enhancing visualizations: Two models of collaboration between earth science and cognitive science

By
David N. Rapp
David N. Rapp
Educational Psychology, 211 Burton Hall, 178 Pillsbury Drive, S.E., University of Minnesota, Minneapolis, Minnesota 55455, USA
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David H. Uttal
David H. Uttal
Department of Psychology and School of Education and Social Policy, Northwestern University, Evanston, Illinois 60208, USA
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Published:
January 01, 2006

Geoscience visualizations are commonplace; they appear in television news programs, classroom lectures, conference presentations, and internet hypermedia. But to what degree do individuals who view such visualizations actually learn from them, and if so, why? As visualizations become more commonplace in school, laboratory, and entertainment settings, there has been a concurrent interest in considering the effectiveness of such presentations. How can we build effective collaborations that address pedagogical questions in the earth sciences while also informing theories about the cognitive processes that underlie visualization experiences? In this chapter, we contend that only through directed, collaborative projects between earth scientists and cognitive scientists will significant advances in visualization research take place. We describe two specific models of such collaboration, the advisory model and the reciprocal model, and argue that a reciprocal model presents a more effective framework for addressing important questions about the nature of visualization experiences. Such a model will inform both the design of effective visualizations for teaching complex geoscience topics, as well as provide insight into the processes that underlie learning from visualizations.

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Contents

GSA Special Papers

Earth and Mind: How Geologists Think and Learn about the Earth

Cathryn A. Manduca
Cathryn A. Manduca
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David W. Mogk
David W. Mogk
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Geological Society of America
Volume
413
ISBN print:
9780813724133
Publication date:
January 01, 2006

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