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Are visual representations always helpful in the communication of…
Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
- helpful means that it contributes to the communication of knowledge
- we can answer it in 2 perspectives (it can be helpful in some ways or time / it is not always helpful or necessary for the communication of knowledge)
Economics
- visualization through graphs / the role of data visualization
- graphs are used to discuss the relationship between price, supply and demand.
- the ability to work with these graphs is an important part of expertise and learners who fail to understand these graphs reveal “that they have not developed an economist’s way of thinking and practising" (P. Davies & Mangan, 2007, p. 721)
Importance of prior knowledge
1) learning about representation - (e.g. how to read a certain graph)
2) learning from representation - (e.g. what does the graph tell us for the domain question)
HOWEVER (challenges)
- there may be conceptual misconceptions possibly resulting from misunderstanding central statistical concepts
- connecting and using multiple representations (text, equations, logical pictures) to answer domain questions (Kozma, 2003)
The concept of poverty
Is visual representation necessary? (data, state of the country)
- yes, to predict future trends
- compare between countries
- actions can be taken to overcome problems > useful for dec-making purposes
- when it is shared, people can raise awareness on the issue
Non-visual representation: Behavioural economics
- studies the effects of psychological, cognitive, emotional, cultural and social factors on the decisions of individuals or institutions, such as how those decisions vary from those implied by classical economic theory
- a theory used to explain human behaviour based on psychological reasoning
- no visual representation is involved? > hence it not always necessary
Mathematics
- visual representation can be helpful but at some times it may lead to a misinterpretation (because what is visualized may be similar to reality but it is not an accurate measure)
- the things that we can visualize is limited (mostly the areas where visualization can be useful is in statistics, geometry)
Visual representation and problem solvingHow it helps?
Augment cognitive capabilities in certain ways, for example by aiding memory
- presence of visual representations in word problems can be considered as another important source of reducing problem difficulty
- such forms of communication are vital for dialogue between mathematicians
Concrete Pictorial Abstract Approach (CPA)
Concrete; the use of physical objects or practical equipment
Pictorial; sketches (no longer manipulating the physical resources, but still benefit from the visual support the resources provide)
Abstract; a number bond/an equation/symbols (modelling problems)
Drawing on technology tools
- new technologies are constantly expanding our ability to visualize data and explain mathematical concepts
- design and create their own mathematical models and manipulatives
- the use of softwares to support understanding by emphasizing the connections between mathematical language and visualization
Non-visual representation
- for blind people, visual representation is not something that they have access to
- nemeth code: a special type of braille used for math and science notations (enable visually impaired scholars and students to read and write Maths)
- it was developed by a blind professor of mathematics, Dr. Abraham Nemeth, to make it possible to write any kind of mathematical notation, even the most complex, in Braille
Visual representation of 4d models
- 4d is impossible to be seen
- the process of visualization takes up a three-dimensional space in our actual brain
- however, a glimpse of the fourth dimension can be found through an optical illusion called the Necker cube
- 2 common methods to visualize: colour and time
- useful to understand how space and time interrelate geometrically
- visual representation; direct or symbolic reflection of something (in the form of photos, images, graphics)
- visualization is a process for knowledge production and growth
- a mode of communication based on holistic and immediate visuals rather than linear and sequential verbalization.
- we can also insert that visual representation is not the only thing that is important in the communication of knowledge (we can consider or include other factors such as auditory or kinesthetic)
- but knowledge with no visual representation might be hard to imagine
- communication of knowledge; the process of how the knowledge is delivered / the process of getting to know new knowledge
- it is a crucial part in passing down the knowledge (it can be from domain experts to end users)
- if the right way is used then knowledge can be passed to another more effectively
- it is helpful to a certain extent (but to what extent?)
- however, it might not apply to everyone and is only limited to certain community of knowers (which community?)
- the question suggests that visual representations are always or often used in communicating knowledge
- always; at all times or on all occasions
- visual representations could act as a tool to support cognitive understanding in human sciences
- cognitive understanding; an interesting learning theory that focuses on thought
- visuals are processed 60,000 times faster in the brain than text
- visual representation plays a role in easing the process of explanation (tok core concept)
- when knowledge is explainable, it can be understood by the audience better
- visuals lead to richer communication
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Conceptual diagram: the elicitation of implicit knowledge through templates
- schematic depictions of abstract ideas with the help of standardized shapes
- used to structure information and illustrate relationships
Functions;
1) make abstract concepts accessible
2) reduce the complexity to the key issues
3) amplify cognition and to discuss relationships
Knowledge visualization;
- offers great potential for the creation of new knowledge in groups, thus enabling innovation
- offers methods to use the creative power of imagery and the possibility of fluid re-arrangements and changes
- capture more implicit aspects of personal knowledge (Polanyi, 1958) that cannot be expressed easily through verbal means, but rather shown through graphic analogies or symbols
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