--- CALL FOR ABSTRACT ---
This panel examines how graphic reasoning and graphicacy can serve as democratic gateways to scientific knowledge, challenging teaching models that use spatial and visual-quantitative representations as technical procedures rather than epistemic tools for understanding.
International assessments such as the OECD PISA Science Framework underscore the role of interpreting data, models, and graphical representations in scientific literacy. Yet these competencies remain unevenly distributed, reflecting persistent socio-economic, gender, and cultural disparities. Scientific education still relies on hierarchical education models that disadvantage learners without early experience with spatial thinking, proportional reasoning, or standard visual tools like the Cartesian reference frame. These cognitive resources are essential for understanding scientific models, critically engaging with data, and participating in public debate on technological and environmental issues.

The panel invites contributions on how graphic representations—graphs, coordinate systems, spatial diagrams—operate not only as notational devices but as epistemic tools that foster argumentation, reveal relations, and support inclusive sense-making. Drawing on pedagogy, cognitive science, mathematics education, and visual culture, the panel seeks to outline a framework for democratic science education in which visuo-quantitative literacy becomes a shared civic competence. The goal is to reposition graphical tools as media of emancipation that cultivate critical thinking, social responsibility, and active citizenship.
The panel focuses on the cognitive and neurovisual foundations of spatial and proportional reasoning, how they develop through pedagogical practices grounded in exploration and participation. Particular attention is given to the ethical and socio-political dimensions of scientific graphics, enabling equitable access for learners, including women historically underrepresented in STEM education.

Important dates:

Call for abstracts: from December 20, 2025 to February 28, 2026
Notification of abstract acceptance: March 15, 2026
Registration · Early bird: from March 16, 2026, to April 20, 2026
Registration · Late fee: from April 21, 2026 to May 10, 2026
Conference: September 1-2-3-4, 2026


URL: https://www.scuolademocratica-conference.net/panel/democratic-access-to-scientific-knowledge-through-graphic-reasoning-and-visuo-quantitative-literacy/

Submit: https://www.scuolademocratica-conference.net/submit-your-abstract-3/

Convenors: Berta Martini, Università degli Studi di Urbino Agnese Addone, Institute for Globally Distributed Open Research and Education (Igdore) Bruno Calza, Università degli Studi di Macerata Monica Tombolato, Università degli Studi di Urbino Giampiero Dalai, Alpaca Società Cooperativa Beatrice Scanferla, Università degli Studi di Urbino Tommaso Guariento, Università Ca' Foscari Venezia Luciano Perondi, Università Iuav di Venezia, Italy