The research and development of visualization technologies to enhance teacher cognition

Vita.Using the steps of the research and development cycle recommended by Borg and Gall (1989), a computer program was developed that uses recent developments in visualization technology to enhance teacher cognition. The software was developed through a negotiated effort of university specialists in the areas of cognitive psychology, instructional strategies, alternative assessment; and content areas of science, mathematics, and health/physical education. Middle school teachers were involved in the later stages of development. The software program contains an on-line gradebook that allows the teacher to keep records of individual students and an on-line lesson planner that allows the teacher to plan sequences of instruction and saves both electronically. The program then assists the teacher in the instructional analysis phase. The teacher determines the complexity and novelty of the lesson in four areas: (a) the primary general strategies the students will use during the lesson, (b) the primary domain-specific strategies the student will use, (c) the primary instructional strategies the teacher will use, and (d) the content that is to be taught. When all four areas are analyzed, the program uses a coordinate system established by the analysis to produce a visual representation that allows the teacher to view and adjust the complexity/novelty relationships. Student products are assessed in the final phase of the program. The teacher evaluates students holistically in the areas of general strategies, domain-specific strategies, instructional strategies and content. When the evaluation is complete, the coordinates produced from both the lesson analysis and student assessment are used to produce a three-dimensional contour map called a learning progress map. This map visually illustrates relationships between student products and lesson design. Visualization technology therefore provides a mechanism that facilitates teacher cognition in planning, assessing, and reflecting on the learning environment