Students’ approaches when dealing with kinematics graphs explored by eye-tracking research method
Journal Title: European Journal of Science and Mathematics Education - Year 2018, Vol 0, Issue 0
Abstract
The paper is focused on students graphing, particularly graphing in kinematics. The main interest of the survey was in different approaches of different students group. Particularly, groups of students who performed the test the best and the worst and groups of students who answered a task correctly or incorrectly. Altogether 26 students participated in the survey from high schools and colleges. 7 tasks mostly adopted from TUGK test by Beichner (1994) were used for testing. Eye tracker research method was used and data were analysed qualitatively based on heat maps of number of fixations. We identified different numbers of fixations distributed among areas of tasks for the groups of students. Especially in most cases “Best” students did not show the same pattern like students who answered a task correctly. This indicates some general different approaches which are used by the “Best” group students. Particularly, they more frequently fixated instructions in contrast to the rest areas of the graph. They tended to judge the whole curve of a graph. Students who answered correctly or belonged to the group “Worst” tend to fixate more often the same point within the area of the task. These results suggest some hypothesis for further quantitative research.
Authors and Affiliations
Martina Kekule| Department of Physics Education, Faculty of Mathematics and Physics, Charles University, Prague , Czech Republic For correspondence: martina.kekule@seznam.cz
Keywords
Related Articles
- EP ID EP8166
- DOI -
- Views 478
- Downloads 24
Organization of physics content knowledge for teaching purposes: From knowledge justification schemes to didactical schemes
Argumentation in teaching and its centrality in higher education has been noted to be important. The logical order of presented content knowledge and soundness of reasoning are both essential parts of well?planned teachi...
The role physics can play in a multi-disciplinary curriculum for non-physics scientists and engineers
At many physics departments a significant fraction of teaching is in support of engineers and scientists in other majors. These service courses are thus an automatic crucible of interdisciplinary interaction, and at time...
Assessment of the implementation of continuous assessment: the case of METTU university
This paper examines the status of the implementation of continuous assessment (CA) in Mettu University. A random stratified sampling method was used to select 309 students and 29 instructors and purposive method used to...
Does every cell get blood? young students’ discussions about illustrations of human blood circulation
This article presents a study of how groups of young students discuss illustrations of human blood circulation. Transparency is not an innate quality of illustrations, visual information is always coded and interpretatio...
‘Engaging in an argumentative discourse’- narratives from biology classrooms
The present paper delves into the classroom dynamics of Biology classrooms taking into account teaching learning processes associated with some of the ethical issues in Biological Sciences. Argumentation and debate appe...