Observing students’ problem solving strategies in mechanics by eye-tracking method

Eva Hejnová; Martina Kekule

doi:10.14712/18047106.1018

Vol. 9 No. 2 (2018): sciED Research Reports

Observing students’ problem solving strategies in mechanics by eye-tracking method

Eva Hejnová ¹ , Martina Kekule ²

University of Jan Evangelista Purkyně in Ústí nad Labem, Faculty of Science Department of Physics
Charles University in Prague, Faculty of Mathematics and Physics Department of Physics Education

DOI: https://doi.org/10.14712/18047106.1018

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Hejnová, E., & Kekule, M. (2018). Observing students’ problem solving strategies in mechanics by eye-tracking method. Scientia in Educatione, 9(2), 102-116. https://doi.org/10.14712/18047106.1018

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Abstract

The paper is focused on observation of students’ problem solving strategies when solving concept cartoons tasks testing their understanding of the 1st and 2nd Newton’s law. Students’ solving process was recorded by an eye-tracker and, based on their tracked eyemovements, analysis of their approaches was provided. Students solved tasks from the R-FCI test as well. Detailed analysis of the solutions of four high-school students, one college student and one teacher was provided.

References

Bojko, A. (2013). Eye tracking the user experience: A practical guide to research. Rosenfeld Media. Search in Google Scholar
Chen, S., She, H., Chuang, M., Wu, J., Tsai, J. & Jung, T. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61–72. Search in Google Scholar
Driver, R., Squires, A., Rushfors, P. & Wood-Robinson, V. (2003). Making sense of secondary science. New York: Routledge Falmer. Search in Google Scholar
Duchowski, A. (2006). Eye tracking methodology. Theory and practice. London: Springer. Search in Google Scholar
Gegenfurtner, A., Lehtinen, E. & Saljo, R. (2011). Expertise differences in the comprehension of visualizations: a meta-analysis of eye-tracking research in professional domains. Educational Psychology Review, 23(4), 523–552. Search in Google Scholar
Hejnová, E. & Kekule, M. (in print). Využití oční kamery pro kvalitativní posouzení postupu při řešení úloh z mechaniky. In Moderní trendy v přípravě učitelů 8. E-Proceedings. Search in Google Scholar
Hestenes, D., Wells, M. & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30 (March), 141–158. Search in Google Scholar
Jouni, V., Kekule, M., Isoniemi, J. & Hautala, J. (2017). Eye-tracking the effects of representation on students’ problem solving approaches. In Proceedings of the FMSERA 2016 annual symposium (88–98). The Finnish Mathematics and Science Education Research Association. Search in Google Scholar
Kekule, M. (2014a). Výzkum pomocí oční kamery ve fyzikálním vzdělávání. Scientia in educatione, 5(2), 58–73. Dostupné z http://www.scied.cz/index.php/scied/article/view/107/100/ Search in Google Scholar
Kekule, M. (2014b). Students’ approaches when dealing with kinematics graphs explored by eye-tracking research method. In A. Bilsel & M. U. Garip (Eds.), Proceedings of the Frontiers in Mathematics and Science Education Research Conference, FISER’ 2014 (108–117). Famagusta: Science Education research Group as Eastern Mediterranean University. Search in Google Scholar
Kekule, M. (2015). Qualitative approach of eye-tracking research in science education. In F. Dabaj (Ed.), Proceedings of International Conference on Contemporary Issues in Education (104–111). Dubai: UAE. Search in Google Scholar
Kekule, M. & Viiri, J. (2018). Students’ approaches to solving R-FCI tasks observed by eye-tracking method. Scientia in educatione, 9, the same issue. Kozhevnikov, M., Motes, M. & Hegarthy, M. (2007). Spatial visualization in physics Search in Google Scholar
problem solving. Cognitive Science, 31(4), 549–579. Search in Google Scholar
Madsen, A.M. et al. (2012). Difference in visual attention between those who correctly and incorrectly answer physics problems. Physical Review Special Topics – Physics Education Research, 8(1), 010122-1-13. Search in Google Scholar
Mandíková, D. & Trna, J. (2011). Žákovské prekoncepce ve výuce fyziky. Paido: Brno. Search in Google Scholar
Naylor, S. & Keogh, B. (2010). Concept cartoons in science education. Sandbach: Milgate House Publishers. Search in Google Scholar
Nieminen, P., Savinainen, A. & Viiri, J. (2010). Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency. Physical Review Special Topics — Physics Education Research, 6(2), 020109. Search in Google Scholar
Ohno, E., Shimojo, A. & Iwata, Mi. (2016). Analysis of problem solving processes. In Physics based on eye-movement data in key competences in physics teaching and learning, Proceedings of GIREP 2015 conference. University of Wroclav. Search in Google Scholar
Smith, A., Mestre, J. & Ross, B. (2010). Eye-gaze patterns as students study worked-out examples in mechanics. Physical Review Special Topics – PER, 6(2), 020118. Search in Google Scholar

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[1] Bojko, A. (2013). Eye tracking the user experience: A practical guide to research. Rosenfeld Media. Search in Google Scholar

[2] Chen, S., She, H., Chuang, M., Wu, J., Tsai, J. & Jung, T. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61–72. Search in Google Scholar

[3] Driver, R., Squires, A., Rushfors, P. & Wood-Robinson, V. (2003). Making sense of secondary science. New York: Routledge Falmer. Search in Google Scholar

[4] Duchowski, A. (2006). Eye tracking methodology. Theory and practice. London: Springer. Search in Google Scholar

[5] Gegenfurtner, A., Lehtinen, E. & Saljo, R. (2011). Expertise differences in the comprehension of visualizations: a meta-analysis of eye-tracking research in professional domains. Educational Psychology Review, 23(4), 523–552. Search in Google Scholar

[6] Hejnová, E. & Kekule, M. (in print). Využití oční kamery pro kvalitativní posouzení postupu při řešení úloh z mechaniky. In Moderní trendy v přípravě učitelů 8. E-Proceedings. Search in Google Scholar

[7] Hestenes, D., Wells, M. & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30 (March), 141–158. Search in Google Scholar

[8] Jouni, V., Kekule, M., Isoniemi, J. & Hautala, J. (2017). Eye-tracking the effects of representation on students’ problem solving approaches. In Proceedings of the FMSERA 2016 annual symposium (88–98). The Finnish Mathematics and Science Education Research Association. Search in Google Scholar

[9] Kekule, M. (2014a). Výzkum pomocí oční kamery ve fyzikálním vzdělávání. Scientia in educatione, 5(2), 58–73. Dostupné z http://www.scied.cz/index.php/scied/article/view/107/100/ Search in Google Scholar

[10] Kekule, M. (2014b). Students’ approaches when dealing with kinematics graphs explored by eye-tracking research method. In A. Bilsel & M. U. Garip (Eds.), Proceedings of the Frontiers in Mathematics and Science Education Research Conference, FISER’ 2014 (108–117). Famagusta: Science Education research Group as Eastern Mediterranean University. Search in Google Scholar

[11] Kekule, M. (2015). Qualitative approach of eye-tracking research in science education. In F. Dabaj (Ed.), Proceedings of International Conference on Contemporary Issues in Education (104–111). Dubai: UAE. Search in Google Scholar

[12] Kekule, M. & Viiri, J. (2018). Students’ approaches to solving R-FCI tasks observed by eye-tracking method. Scientia in educatione, 9, the same issue. Kozhevnikov, M., Motes, M. & Hegarthy, M. (2007). Spatial visualization in physics Search in Google Scholar

[13] problem solving. Cognitive Science, 31(4), 549–579. Search in Google Scholar

[14] Madsen, A.M. et al. (2012). Difference in visual attention between those who correctly and incorrectly answer physics problems. Physical Review Special Topics – Physics Education Research, 8(1), 010122-1-13. Search in Google Scholar

[15] Mandíková, D. & Trna, J. (2011). Žákovské prekoncepce ve výuce fyziky. Paido: Brno. Search in Google Scholar

[16] Naylor, S. & Keogh, B. (2010). Concept cartoons in science education. Sandbach: Milgate House Publishers. Search in Google Scholar

[17] Nieminen, P., Savinainen, A. & Viiri, J. (2010). Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency. Physical Review Special Topics — Physics Education Research, 6(2), 020109. Search in Google Scholar

[18] Ohno, E., Shimojo, A. & Iwata, Mi. (2016). Analysis of problem solving processes. In Physics based on eye-movement data in key competences in physics teaching and learning, Proceedings of GIREP 2015 conference. University of Wroclav. Search in Google Scholar

[19] Smith, A., Mestre, J. & Ross, B. (2010). Eye-gaze patterns as students study worked-out examples in mechanics. Physical Review Special Topics – PER, 6(2), 020118. Search in Google Scholar

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