Conceptualizing and understanding global, physical systems like Earth’s ocean is challenging. Data visualizations on touch-based technology allow learners to explore systems and facilitate embodied experiences, promoting deeper understanding. We investigated how direct manipulation of data visualizations on a touchscreen table affords meaningful learning of science concepts and practices. Using a conceptual framework informed by embodied cognition and sociocultural theory, we analyzed the use of an application displaying global ocean temperature visualizations. Eleven adult-child groups of two to four participants used a think-aloud procedure during four tasks in a lab setting. We recorded, transcribed, and qualitatively coded resulting utterances, looking for evidence of concepts and practices, group meaning-making, and language that could point to embodied cognition. Participants discussed science content and engaged in scientific practices such as describing patterns and refining ideas. Participants used ontological, orientational, and metonymic conceptual metaphors. We discuss implications and provide suggestions for data visualizations on touch platforms.

概念化和理解像地球海洋这样的全球物理系统具有挑战性。基于触摸技术的数据可视化使学习者能够探索系统并促进具体体验，从而促进更深入的理解。我们调查了直接操作触摸屏表格上的数据可视化如何提供对科学概念和实践的有意义的学习。使用体现认知和社会文化理论的概念框架，我们分析了显示全球海洋温度可视化的应用程序的使用。11 个由 2 到 4 名参与者组成的成人儿童小组在实验室环境中的四项任务中使用了大声思考程序。我们记录、转录和定性编码产生的话语，寻找概念和实践的证据，群体意义的形成，以及可以指向具身认知的语言。参与者讨论了科学内容并参与了科学实践，例如描述模式和提炼想法。参与者使用本体论、定向和转喻的概念隐喻。我们讨论影响并为触摸平台上的数据可视化提供建议。