Collaborative Research: FIRE: Making Meaning from Geoscience Data: A Challenge at the Intersection of Geosciences and Cognitive Sciences

合作研究：FIRE：从地球科学数据中获取意义：地球科学和认知科学交叉点的挑战

• 批准号: 1138616
• 负责人: Kim Kastens
• 金额: $ 34.27万
• 依托单位: Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2013-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1138616&HistoricalAwards=false
• 关键词: Collaborative; Research; FIRE; Making; Meaning

This Fostering Interdisciplinary Research in Education (FIRE) project is a partnership between Columbia University and Temple University that seeks to understand the perceptual and cognitive processes by which undergraduate students and scientists transform earth science data into explanations and prediction. The principal investigator of this FIRE award, a geoscientist, will be working with a mentor in spatial cognitive science to continue to develop her expertise in this area and eye tracking in particular. The researcher proposes two studies using eye-tracking and think aloud protocols. The first study will investigate students? perceptions and reasoning as they interpret a data set (from topography/bathymetry) that is known to be subject to misinterpretation. Study two is an intervention study, testing whether providing hypothesis templates will help students interpret a three-dimensional data volume in the area of ocean salinity. The research will be evaluated by experts in spatial cognition, epistemology of data, visualization, and earth science.In the geosciences, many students have a difficult time learning the skills that are necessary to interpret maps and large amounts of spatial data. Such skills are central to what geoscientists do and how knowledge is rendered in this discipline. This study could lead to improvements in how students learn the skills necessary to visualize geoscience data and make claims based on data interpretation. The project clearly advances discovery and promote teaching and learning in the geosciences. The research may also have implications in the learning in other fields of science, technology, engineering, and mathematics that place high demands on a student's visualization abilities.

这项促进教育跨学科研究（火灾）项目是哥伦比亚大学与坦普尔大学之间的伙伴关系，试图了解本科生和科学家将地球科学数据转化为解释和预测的感知和认知过程。该火灾奖的主要研究者是地球科学家，将与空间认知科学的导师合作，继续在该领域，尤其是眼动追踪的专业知识。 研究人员提出了两项​​使用眼睛跟踪的研究，并大声思考协议。 第一个研究会调查学生吗？当他们解释数据集（来自地形/测深）时，人们的感知和推理已知会受到误解。研究二是一项干预研究，测试提供假设模板是否会帮助学生解释海洋盐度领域的三维数据量。 这项研究将由空间认知，数据，可视化和地球科学的认识论专家进行评估。在地球科学中，许多学生很难学习解释地图和大量空间数据所需的技能。 这些技能对于地球科学家的工作以及在这一学科中如何赋予知识至关重要。这项研究可能会改善学生如何学习可视化地球科学数据并根据数据解释提出主张所需的技能。 该项目显然会进步发现并促进地球科学的教学。这项研究还可能对其他科学，技术，工程和数学领域的学习产生影响，这些学习对学生的可视化能力提出了很高的要求。