Visual Misconceptions: What did you mean? What did they see? How do you know?

1. Visual Misconceptions: What did you mean? What did they see? How do you know? Michelle Hall

2. Isostasy • A supposed equality existing in vertical sections of the earth, whereby the weight of any column from the surface of the earth to a constant depth is approximately the same as that of any other column of equal area, the equilibrium being maintained by plastic flow of material from one part of the earth to another. • NASA.gov

3. Isostasy • A state of equilibrium, resembling flotation, in which segments of Earth's crust float (on liquid mantle material) at levels determined by their thickness and density. Isostatic equilibrium is attained by flow of material in the mantle. • isu.edu

4. Isostasy • The equilibrium maintained between the gravity tending to depress and the buoyancy tending to raise a given segment of the lithosphere as it floats above the asthenosphere. • mit.edu Modeling tool from umich.edu

5. Visualizations Tell Stories • Mantle is molten. • If it is not molten, where does magma come from? How does the mantle convect? • Mid-ocean ridges are locations of underwater volcanoes. • Where do the volcanoes go as the plate moves away from the ridge? • Magma is stored in large open chambers in the crust; flows to fill in open spaces. • If there are no magma “chambers” how do we create giant batholiths? • Students visualize the objects but not the process.

6. Flow in the (Fluid?) Mantle • Conveyor belt flow model with no sense of time

7. How is oceanic lithosphere formed? • Complete melting beneath ridges • No labeling of layers • No temperature or density information

8. Magma fills empty spaces? • Magma intrusions causing no metamorphism of surrounding area • The space problem is poorly addressed

9. Visualizations Translate Data into Models Where is the deepest seafloor?

10. Applying the Research

11. What causes confusion? • Metaphors, analogies and models that get merged with incorrect or incomplete current and prior understandings? • Ineffective / incomplete graphics? • Poor spatial skills? • All of the above.

12. Challenges of Visualizing Earth • Temporal and spatial scales cannot be modeled in a laboratory • 99.9% of Earth is inaccessible • Visualizing the 3-D and 4-D processes in traditional 2-D representations requires advanced spatial reasoning • Process-oriented thinking requires fundamental knowledge of physics, chemistry and biology

13. How do we learn? • Goal-oriented - motivation and interest are high • Failure driven - have identified a knowledge gap and need to fill it • Case-based - draws upon previous knowledge and experience • By doing - knowledge is acquired through interaction between the self and the world • Brandsford et al, 2000; Piaget, 1983; Shank et al, 1995

14. Visualizations improve learning when they … • Incorporate learner controlled manipulation of real or computer simulated models • Direct the learner to observe effects of changes in an objects orientation on its 2D image. • Encourage hypothesis testing about 2D and 3D objects • Require externalizing mental images • Provide practice in mentally rotating an object • Encourage visualizing the interior of bodies Lord, 1985; Ben-Chaim et al, 1988; Duesbury and O’Neil, 1996; Kali and Orion, 1997

15. Strengths and Weaknesses of Visual Learning • Strengths • Information in multiple modes improves comprehension • Organization improves memory • Complex relationships or processes can be easier to understand • Weaknesses • Simple diagrams cannot accurately convey complexity of process or its time scale • Complex diagrams are too advanced for most learners

16. Spatial Ability • Topological - develops early • Projective - adolescent through adult • Euclidean - adolescent through adult Miller Indices 111

17. Developing Spatial Abilities • Spatial skills vary with age and experience (Linn and Petersen, 1985) • Spatial skills can be improved with training(Blade and Watson, 1955; Lord, 1985; Kali et al., 1996) • Skill differences are minimized or disappear when time limitations on tests are removed (Linn and Petersen, 1985) • Students level of spatial ability directly affects interpretation of a model (McClurg et al., 1993)

18. Evaluating Spatial Skills • Mental Rotation Test - tests projective skills • Surface Development Test - tests Euclidean skills • Kit of Factor Referenced Cognitive Tests (ETS) MS thesis of T. Baldwin

19. Methods • Conduct pre- and post-tests of spatial skills in introductory courses to determine spatial abilities of groups and measure any changes. • Geoscience majors had extensive laboratory exercises (3 hrs/week) using maps, interactive computer models of Earth objects and processes, and field trips • Non-majors completed 8-10 hours of homework assignments, some with maps.

20. Mental Rotation Skills

21. Surface Development Skills

22. Conclusion • Analysis of spatial abilities of undergraduate students suggests the need to evaluate teaching strategies to ensure that students can interpret and understand visual imagery used in lectures. • Development of visualizations would be improved by more focused approach to content. • Simple viewing of visualizations is passive learning and likely no more effective than passive listening to a lecture.

23. Interpretation Without Context or Culture • Si usted pudiera predecir lo que va a pasar en el futuro, cuantas cosas cambiaria en su vida para prepararse? literally translates to • If you could predict what is going to pass in the future, as many foreign exchange things in its life to be prepared? but means • If you could predict the future, how many things would you change in your life to better prepare yourself?