從認知與社會符號學之整合觀點探究科學圖像設計的多樣性

Investigating the Diversity of Scientific Image Designs from an Integrated Cognitive and Social Semiotic Perspectives

圖像是科學教科書裡不可或缺的一部分，具有多重功能，可促進理解與學習，然而，圖像設計的重要性卻常被忽略，因為不適切的圖像設計會使學生產生困惑，甚至帶來迷思。以往的圖像設計理論大多基於認知觀點，指出人們共同的內在心智運作機制，歸納出影響圖像閱讀理解的主要因素有：先備知識、視覺空間能力、認知負荷、與圖像設計等。認知觀點的確相當有說服力，卻無法解釋科學圖像設計的多樣性與不同社群設計的差異。從社會文化的觀點來看，人們長期因溝通傳達的需要，在社會互動以及實踐的過程中演化出一些共同的圖像與符號，本文探討影響科學圖像設計的可能因素包括認識論、宗教、學科傳統，以及課程經驗與教育理念等。視覺設計文法是社會符號學中的一支，可作為理論依據，深度分析並比較圖像設計的差異與多元性。最後根據認知與社會文化的整合理論，提出科學圖像的教學策略與應用，並對後續相關研究與課程提出建議。

Images, as indispensable in science textbooks, which equip with multiple functions to facilitate understanding and learning. However, the design of images is often ignored because not all scientific images are beneficial to learning. Inappropriate image design will confuse students and result in misconceptions. Previously most studies adopted cognitive perspective to interpret reading comprehension of images based on general inner mental mechanism. It is concluded that other than image design, the major factors influencing reading comprehension are prior knowledge, visuospacial ability, and cognitive load. Cognitive perspective is indeed persuasive in the relevant interpretation. However, it could not afford to interpret the diversity of scientific image designs and the difference of visual designs from variant communities. Drawing on socio-cultural perspective, the need of human beings in negotiation and communication drives people to evolve some common images and symbols in the practice of social interactive process. The potential factors which influence scientific image designs including epistemology, religion, subject tradition, curricular experience and educational rationale. As a school of social semiotics, grammar of visual design is well able to do in-depth analysis for comparing the difference and diversity of visual designs. Consequently, the strategies for applying integrated cognition and socio-cultural theories in pedagogy and application are provided accordingly. Suggestions for further research and curriculum are made.