{"title":"使用 ChatGPT-4 讲授数据可视化设计","authors":"Benjamin J. Lear*, ","doi":"10.1021/acs.jchemed.4c00228","DOIUrl":null,"url":null,"abstract":"<p >Modern scientific communication revolves around data visualizations. While chemistry curricula include basic instruction on constructing data visualizations, the design of these visualizations is rarely taught. There are two main reasons for this lack of instruction: (i) most instructors were never taught design themselves and thus struggle to articulate design concepts, and (ii) refining data visualizations has traditionally required detailed knowledge of specialized software, which required excessive time to teach within existing curricula. This article reports my recent experience using the AI tool ChatGPT-4 to teach the design of data visualizations. ChatGPT-4 can process data, create, and display data visualizations─eliminating the need to teach specialized software. The article makes the case that this tool can help overcome the above barriers, by leveraging everyday language as the interface for creating data visualizations. The use of everyday language means that one need not possess a specialized design lexicon, but only understand the basics of design─which can be surprisingly easy to learn and teach. This article introduces basic graphic design principles, demonstrates using them with ChatGPT-4 to produce data visualizations, discusses the relative strengths and weaknesses of this approach, reports student perceptions of their experience with the tool, and touches on outcomes from teaching the design of data visualizations using this tool. The overall conclusion is that ChatGPT-4 offers an opportunity to provide meaningful instruction that moves beyond the mechanics of constructing data visualizations, focusing instead on designing effective visualizations. This approach helps prepare students to communicate their science more effectively.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using ChatGPT-4 to Teach the Design of Data Visualizations\",\"authors\":\"Benjamin J. Lear*, \",\"doi\":\"10.1021/acs.jchemed.4c00228\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >Modern scientific communication revolves around data visualizations. While chemistry curricula include basic instruction on constructing data visualizations, the design of these visualizations is rarely taught. There are two main reasons for this lack of instruction: (i) most instructors were never taught design themselves and thus struggle to articulate design concepts, and (ii) refining data visualizations has traditionally required detailed knowledge of specialized software, which required excessive time to teach within existing curricula. This article reports my recent experience using the AI tool ChatGPT-4 to teach the design of data visualizations. ChatGPT-4 can process data, create, and display data visualizations─eliminating the need to teach specialized software. The article makes the case that this tool can help overcome the above barriers, by leveraging everyday language as the interface for creating data visualizations. The use of everyday language means that one need not possess a specialized design lexicon, but only understand the basics of design─which can be surprisingly easy to learn and teach. This article introduces basic graphic design principles, demonstrates using them with ChatGPT-4 to produce data visualizations, discusses the relative strengths and weaknesses of this approach, reports student perceptions of their experience with the tool, and touches on outcomes from teaching the design of data visualizations using this tool. The overall conclusion is that ChatGPT-4 offers an opportunity to provide meaningful instruction that moves beyond the mechanics of constructing data visualizations, focusing instead on designing effective visualizations. This approach helps prepare students to communicate their science more effectively.</p>\",\"PeriodicalId\":43,\"journal\":{\"name\":\"Journal of Chemical Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Chemical Education\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00228\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00228","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Using ChatGPT-4 to Teach the Design of Data Visualizations
Modern scientific communication revolves around data visualizations. While chemistry curricula include basic instruction on constructing data visualizations, the design of these visualizations is rarely taught. There are two main reasons for this lack of instruction: (i) most instructors were never taught design themselves and thus struggle to articulate design concepts, and (ii) refining data visualizations has traditionally required detailed knowledge of specialized software, which required excessive time to teach within existing curricula. This article reports my recent experience using the AI tool ChatGPT-4 to teach the design of data visualizations. ChatGPT-4 can process data, create, and display data visualizations─eliminating the need to teach specialized software. The article makes the case that this tool can help overcome the above barriers, by leveraging everyday language as the interface for creating data visualizations. The use of everyday language means that one need not possess a specialized design lexicon, but only understand the basics of design─which can be surprisingly easy to learn and teach. This article introduces basic graphic design principles, demonstrates using them with ChatGPT-4 to produce data visualizations, discusses the relative strengths and weaknesses of this approach, reports student perceptions of their experience with the tool, and touches on outcomes from teaching the design of data visualizations using this tool. The overall conclusion is that ChatGPT-4 offers an opportunity to provide meaningful instruction that moves beyond the mechanics of constructing data visualizations, focusing instead on designing effective visualizations. This approach helps prepare students to communicate their science more effectively.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.