内容可视化方法对科普效果影响的比较研究——以中学生地学科普为例

The Comparative Study Among Three Types of Visual Literacyon Science Popularization：A Case Study of Geography SciencePopularization for Middle School Students

中文关键词: 视觉素养 实例化 地学科普 中学生

英文关键词: visual literacy  instantiation  Geography science popularization  middle school students

中文摘要:

      内容可视化是提高科学普及效果的关键手段。本文基于视觉素养理论研究三种主流的内容可视化 方法（图像化、文本化和实例化）对科普效果的影响，对2018 年赣南地区参与了科普推广示范项目中地学 科普活动的216 名中学生进行两阶段问卷调查，并使用logistic 回归方法进行实证分析和比较。结果表明， 不同的内容可视化方法对学生理解不同类型的地学知识的影响存在差异，实例化表征是最重要的模式。本 文创新点在于证实了实例化表征的内容可视化方法可以得到更好的科普效果，对具有复杂知识体系的科普 活动提供了新的方法证据。

英文摘要:

      Understanding the role of visual literacy in Geography science popularization is a critical way for students to promote education for sustainable development. This study identifies three types of visual literacy（i.e.，imagery，text and instantiation）for explaining the critical role in promoting students understanding of sophisticated scientific knowledge through Geography science popularization in school climate. Two-stage survey data from junior middle school students（N=216）in China was used to test the research model. Logistic regression results show that imagery and text representations affect students' understanding of Geography knowledge differently. Furthermore，instantiation representation plays an outstanding role in fostering sophisticated knowledge in scientific communication. Building a positive learning attitude of students is typically associated with Geography science popularization education. The contribution is that this paper confirms the most substantial effect of instantiated representations on science popularization that provides a new way to use visual literacy activities for complex knowledge systems in science popularization activities.