Metaphors and Images, and Styles in Laboratory – the case of Biomedical Engineering Laboratory in National Yang-Ming University

• Main Authors: Chi-Yu Chang, 張琦鈺
• Other Authors: Dai-Wie Fu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/28816409699548265240

碩士 === 國立陽明大學 === 科技與社會研究所 === 99 === This article explores and observes the "Image Processing Laboratory" in the Institute of Biomedical Engineering of the National Yang Ming University. The study first follows the young scientists working in the laboratory: when they regularly meet, discuss how to deal with medical imaging on the technical side, apply knowledge and skill into the actual clinical setting. The laboratory presentations and studies done with visual images become the most important aspect in proving the validity of their research results to other experts. Visual metaphors function on three different levels: 1): seeing as understanding, 2): seeing as believing, 3): seeing as computing. With these three aspects of learning, young scientists are more adaptable to cooperate in various areas of work (as in hospitals with clinicians). They will also be able to readjust, rethink, and fine tune the course of their research along with current experts using their new-found visualized training and sophisticated computer imagery to achieve mutual understanding. “Image” implicitly intertwines communication between visual media and the current observation platforms. Through reshaping and controlling measurable and interchangeable imagery, the user may enhance their visual senses to better acquaint themselves with and work alongside doctors and their equipment, ultimately, redefining the relationship between scientific and medical experts. The aim of this paper is to outline the interdisciplinary cooperation of a contemporary engineering laboratory and to find where young scientists best fit into this scheme. Secondly, it aims to understand the way in which lab scientists communicate through metaphors and imagery amongst themselves and then communicate with others outside the laboratory. Lastly, it shows the importance of experience in the production of in-depth scientific knowledge through the use of metaphors and imagery, and in bringing clarity into the composition of the self, equipment, and the environment.