Ernst, J. V., & Clark, A. C. (2007). Scientific and technical visualization in technology education. Technology Teacher, 66(8), 16-20.
The authors of this quantitative empirical research article examined the use of Scientific and Technical Visualization (SciVis) in the classroom to improve students’ scientific and technological literacy skills. They further examined the use of the Visualization in Technology Education (VisTE) initiative in the classroom to help students develop better visualization and communication skills.
The participants in this study were technology educator volunteers from across the United States working at pilot schools. Educators were trained on how to use VisTE in the classroom, and asked to have students design data-driven or concept-driven 2D and 3D visualizations or physical models of different science concepts through the use of various technologies. Data was collected via multiple-choice assessments measuring student knowledge gains in standard-based science units in the classroom. Students in classrooms utilizing the VisTE program showed gains in every unit covered over the course of the year. The authors found that using VisTE in the classroom enhanced student knowledge and allowed students to develop good visual and presentation skills while understanding emerging technology and gaining scientific and technological literacy skills.
The results of this study are important to educators in designing lesson plans that incorporate the use of technology so that students can develop visual representations for various science concepts. VisTE instruction also allows educators to develop project-based and problem-based learning opportunities for students.
The authors of this quantitative empirical research article examined the use of Scientific and Technical Visualization (SciVis) in the classroom to improve students’ scientific and technological literacy skills. They further examined the use of the Visualization in Technology Education (VisTE) initiative in the classroom to help students develop better visualization and communication skills.
The participants in this study were technology educator volunteers from across the United States working at pilot schools. Educators were trained on how to use VisTE in the classroom, and asked to have students design data-driven or concept-driven 2D and 3D visualizations or physical models of different science concepts through the use of various technologies. Data was collected via multiple-choice assessments measuring student knowledge gains in standard-based science units in the classroom. Students in classrooms utilizing the VisTE program showed gains in every unit covered over the course of the year. The authors found that using VisTE in the classroom enhanced student knowledge and allowed students to develop good visual and presentation skills while understanding emerging technology and gaining scientific and technological literacy skills.
The results of this study are important to educators in designing lesson plans that incorporate the use of technology so that students can develop visual representations for various science concepts. VisTE instruction also allows educators to develop project-based and problem-based learning opportunities for students.