Abstrakt
Aktuálně dostupná technologie poskytla výzkumníkům metodu, jak vidět očima žáků a studentů. To nabízí možnost přehodnotit potenciální funkci výukových materiálů z jejich dosud skrytého úhlu pohledu. V této studii je prezentována literární rešerše výzkumu v oblasti učebnic pro přírodovědné předměty pomocí metody sledování pohybu očí (eye-trackingu). Do studie byly zahrnuty relevantní články z časopisů nebo konferenčních sborníků indexovaných v databázích Web of Science a Scopus. Po odstranění duplicitních záznamů a článků nevyhovujících zkoumanému tématu, bylo z původních 112 prací 18 podrobeno důkladné analýze. Do přehledu publikovaných studií je zahrnuta jejich charakteristika, témata (vliv zpracování učebnice na učení žáků a studentů, rozložení pozornosti žáků a studentů, vliv formátu prezentace učebnice atd.) a použité metody (zařízení a metriky, další metody nebo metodické otázky). Příspěvek ukazuje současný stav zkoumané problematiky a naznačuje potenciální směry výzkumu. Je tak určen výzkumníkům v oblasti přírodovědného vzdělávání (včetně těch začínajících), státním úředníkům odpovědným za hodnocení učebnic, autorům učebnic nebo dokonce učitelům stojícím před výběrem nových učebnic.
Reference
Baptista, G. C. S., Santos, R. d. S., & Cobern, W.W. (2016). Perspectives on the origins of life in science textbooks from a christian publisher: Implications for teaching science. International Journal of Science and Mathematics Education, 14(2), 309–326. https://doi.org/10.1007/s10763-015-9641-6
Beelders, T.R., & du Plessis, J.-P. L. (2018). Reading usability of ereaders and ebooks for information technology students. In Proceedings of the annual conference of the South African institute of computer scientists and information technologists (pp. 205–214). Association for Computing Machinery. https://doi.org/10.1145/3278681.3278706
Behnke, Y. (2014). Visual qualities of future geography textbooks. European Journal of Geography, 5(4), 56–66. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924762915&partnerID=40&md5=
f50e5b7b226c41b
Beneš, P., Pumpr, V., & Banýr, J. (1993a). Základy chemie 1 pro 8. ročník základní školy a nižší ročníky víceletých gymnázií. Fortuna.
Beneš, P., Pumpr, V., & Banýr, J. (1993b). Základy chemie 2 pro 9. ročník základní školy a nižší ročníky víceletých gymnázií. Fortuna.
Carney, R.N., & Levin, J.R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1), 5–26. https://doi.org/10.1023/A:1013176309260
Cortes, K. L., Kammerdiener, K., & Randolph, A. (2018). Using multiple psychophysiological techniques to rriangulate the results of eye-tracking data. In Eye Tracking for the Chemistry Education Researcher (Vol. 1292, pp. 119–143). American Chemical Society. https://doi.org/10.1021/bk-2018-1292.ch007
Červenková, I. (2010). Žák a učebnice: užívání učebnic na 2. stupni základních škol [Student and a textbook: Textbooks’ use on a lower-secondary level]. Ostravská univerzita v Ostravě, Pedagogická fakulta.
Drexler, M., Drexler, D., & Sladek, P. (2018). Eye-tracking as a tool for measuring students’ attention when working with physics textboks. In L.G. Chova, A.L. Martinez, & I.C. Torres (Eds.), Edulearn18: 10th international conference on education and new learning technologies (pp. 9219–9228). IATED. https://doi.org/10.21125/edulearn.2018.2164
Drexler, M., Drexler, D., Válek, J., & Sládek, P. (2019). Perception of the layout of study texts by a teacher. In Proceedings of INTED2019 Conference. https://doi.org/10.21125/inted.2019.0963
Eilam, B., & Gilbert, J.K. (2014). The significance of visual representations in the teaching of science. In B. Eilam & J.K. Gilbert (Eds.), Science teachers’ use of visual representations (pp. 3–28). Springer International Publishing. https://doi.org/10.1007/978-3-319-06526-7 1
Gabel, D. L. (1993). Use of the particle nature of matter in developing conceptual understanding. Journal of Chemical Education, 70(3), 193–194. https://doi.org/10.1021/ed070p193
Gegios, T., Salta, K., & Koinis, S. (2017). Investigating high-school chemical kinetics: The Greek chemistry textbook and students’ difficulties. Chemistry Education Research and Practice, 18(1), 151–168. https://doi.org/10.1039/C6RP00192K
Gelderblom, H., Matthee, M., Hattingh, M., & Weilbach, L. (2019). High school learners’ continuance intention to use electronic textbooks: A usability study. Education and Information Technologies, 24(2), 1753–1776. https://doi.org/10.1007/s10639-018-9850-z
Hannus, M., & Hyönä, J. (1999). Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, 24(2), 95–123. https://doi.org/10.1006/ceps.1998.0987
Hochpöchler, U., Schnotz, W., Rasch, T., Ullrich, M., Horz, H., McElvany, N., & Baumert, J. (2013). Dynamics of mental model construction from text and graphics. European Journal of Psychology of Education, 28(4), 1105–1126. https://doi.org/10.1007/s10212-012-0156-z
Ishimaru, S., Bukhari, S. S., Heisel, C., Kuhn, J., & Dengel, A. (2016). Towards an intelligent textbook: eye gaze based attention extraction on materials for learning and instruction in physics. In Proceedings of the 2016 ACM international joint conference on pervasive and ubiquitous computing: Adjunct (pp. 1041–1045). https://doi.org/10.1145/2968219.2968566
Ishimaru, S., & Dengel, A. (2017). ARFLED: ability recognition framework for learning and education. In Proceedings of the 2017 ACM international joint conference on pervasive and ubiquitous computing and proceedings of the 2017 ACM international symposium on wearable computers (pp. 339–343). Association for Computing Machinery. https://doi.org/10.1145/3123024.3123200
Ishimaru, S., Jacob, S., Roy, A., Bukhari, S.S˙ ., Heisel, C., Großmann, N., Thees, M., Kuhn, J., & Dengel, A. (2017). Cognitive state measurement on learning materials by utilizing eye tracker and thermal camera. In 2017 14th IAPR international conference on document analysis and recognition (ICDAR) (pp. 32–36). https://doi.org/10.1109/ICDAR.2017.378
Jarodzka, H., Holmqvist, K., & Gruber, H. (2017). Eye tracking in educational science: Theoretical frameworks and research agendas. Journal of Eye Movement Research, 10(1), 1–18. https://doi.org/10.16910/jemr.10.1.3
Jian, Y.-C. (2016). Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts: Eye movement measurements. Reading Research Quarterly, 51(1), 93–109. https://doi.org/10.1002/rrq.125
Jian, Y.-C., & Ko, H.-W. (2017). Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers & Education, 113, 263–279. https://doi.org/10.1016/j.compedu.2017.06.002
Johnston, N., & Ferguson, N. (2020). University students’ engagement with textbooks in print and e-book formats. Technical Services Quarterly, 37(1), 24–43. https://doi.org/10.1080/07317131.2019.1691760
Johnston, N., Salaz, A., & Alsabbagh, L. (2016). Print and digital reading preferences and behaviors of university students in Qatar. In S. Kurbano˘glu, J. Boustany, S. Špiranec, E. Grassian, D. Mizrachi, L. Roy & T. C¸akmak (Eds.), European conference on information literacy (pp. 247–255). Springer International Publishing. https://doi.org/10.1007/978-3-319-52162-6 24
Johnstone, A.H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
Kaakinen, J.K., Lehtola, A., & Paattilammi, S. (2015). The influence of a reading task on children’s eye movements during reading. Journal of Cognitive Psychology, 27(5), 640–656. https://doi.org/10.1080/20445911.2015.1005623
Knecht, P., & Weinhofer, M. (2006). Jaká kritéria jsou důležitá pro učitele ZŠ při výběru učebnic zeměpisu? Výsledky výzkumné sondy provedené na jihomoravských základních školách. In Současné metodologické přístupy a strategie pedagogického výzkumu (s. 35–51). Západočeská univerzita v Plzni.
Lai, M.L., Tsai, M.J., Yang, F.Y., Hsu, C.Y., Liu, T.C., Lee, S.W.Y., Lee, M.˙H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90–115. https://doi.org/10.1016/j.edurev.2013.10.001
Lepik, M., Grevholm, B., & Viholainen, A. (2015). Using textbooks in the mathematics classroom – the teachers’ view. Nordic Studies in Mathematics Education, 20(3–4), 129–156. http://arkiv.ncm.gu.se/node/7993
Lim, S., Kim, Y., & Yang, I. (2014). An analysis of students’ understanding process about an illustraion and text related to the earth system: An eye-tracking study. International Information Institute (Tokio). Information, 17(8), 3613. https://doi.org/10.1002/tea.20061
Millar, M., & Schrier, T. (2015). Digital or printed textbooks: Which do students prefer and why? Journal of Teaching in Travel & Tourism, 15(2), 166–185. https://doi.org/10.1080/15313220.2015.1026474
Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., & The, P.G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mullis, I.V., Martin, M.O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center. https://timss.bc.edu/timss2011/downloads/T11 IR Mathematics FullBook.pdf
Österlund, L.-L., Berg, A., & Ekborg, M. (2010). Redox models in chemistry textbooks for the upper secondary school: friend or foe? Chemistry Education Research and Practice, 11(3), 182–192. https://doi.org/10.1039/C005467B
Papageorgiou, G., Amariotakis, V., & Spiliotopoulou, V. (2017). Visual representations of microcosm in textbooks of chemistry: Constructing a systemic network for their main conceptual framework. Chemistry Education Research and Practice, 18(4), 559–571. https://doi.org/10.1039/C6RP00253F
Richter, J., & Scheiter, K. (2019). Studying the expertise reversal of the multimedia signaling effect at a process level: Evidence from eye tracking. Instructional Science, 47(6), 627–658. https://doi.org/10.1007/s11251-019-09492-3
Ross, B., Pechenkina, E., Aeschliman, C., & Chase, A.-M. (2017). Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology, 25. https://doi.org/10.25304/rlt.v25.1976
Rusek, M., Stárková, D., Metelková, I., & Beneš, P. (2016). Hodnocení obtížnosti textu učebnic chemie pro základní školy. Chemické listy, 110(12), 953–958. http://chemicke-listy.cz/docs/full/2016 12 953-958.pdf
Rusek, M., & Vojíř, K. (2019). Analysis of text difficulty in lower-secondary chemistry textbooks. Chemistry Education Research and Practice, 20(1), 85–94. https://doi.org/10.1039/C8RP00141C
Rusek, M., Vojíř, K., & Šubová, Š. (2020). Lower-secondary school chemistry textbooks’ didactic equipment. Chemistry-Didactics-Ecology-Metrology, 25(1–2), 69–77. https://doi.org/10.2478/cdem-2020-0004
Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: Digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 1–23. https://doi.org/10.1080/1475939X.2020.1854844
Schnotz, W., Ludewig, U., Ullrich, M., Horz, H., McElvany, N., & Baumert, J. (2014). Strategy shifts during learning from texts and pictures. Journal of Educational Psychology, 106(4), 974–989. https://doi.org/doi.org/10.1037/a0037054
Schnotz, W., & Wagner, I. (2018). Construction and elaboration of mental models through strategic conjoint processing of text and pictures. Journal of Educational Psychology, 110(6), 850–863. https://doi.org/10.1037/edu0000246
Sikorová, Z. (2007). Návrh seznamu hodnotících kritérií pro učebnice základních a středních škol. In J. Maňák & P. Knecht (Eds.), Hodnocení učebnic (s. 31–39). Paido.
Sikorová, Z. (2010). Učitel a učebnice: užívání učebnic na 2. stupni základních škol [Teachers and textbooks: The use of textbooks at lower-secondary schools]. Pedagogická fakulta Ostravské univerzity.
Slough, S.W., McTigue, E. M., Kim, S., & Jennings, S.K. (2010). Science textbooks’ use of graphical representation: A descriptive analysis of four sixth grade science texts. Reading Psychology, 31(3), 301–325. https://doi.org/10.1080/02702710903256502
Šmídl, M. (2013). Analýza učebnic a tvorba učebních textů s tematickým celkem sacharidy a jejich metabolismus pro školy gymnaziálního typu [Disertační práce, Přírodovědecká fakulta, Katedra učitelství a didaktiky chemie]. Univerzita Karlova.
Taber, K. S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156–168. https://doi.org/10.1039/C3RP00012E
Talanquer, V. (2011). Macro, submicro, and symbolic: the many faces of the chemistry “triplet”. International Journal of Science Education, 33(2), 179–195. https://doi.org/10.1080/09500690903386435
Teo, T.W., Goh, M.T., & Yeo, L.W. (2014). Chemistry education research trends: 2004–2013. Chemistry Education Research and Practice, 15(4), 470–487. https://doi.org/10.1039/c4rp00104d
van den Ham, A.-K., & Heinze, A. (2018). Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics. Studies in Educational Evaluation, 59, 133–140. https://doi.org/10.1016/J.STUEDUC.2018.07.005
van Eijck, M., Goedhart, M. J., & Ellermeijer, T. (2011). Polysemy in the domain-specific pedagogical use of graphs in science textbooks: The case of an electrocardiogram. Research in Science Education, 41(1), 1–18. https://doi.org/10.1007/s11165-009-9143-z
Viner, R.M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X
Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: A systematic literature review. International Journal of Science Education, 41(11), 1496–1516. https://doi.org/10.1080/09500693.2019.1613584
Vojíř, K., & Rusek, M. (2020). Vývoj kurikula chemie pro základní vzdělávání v České republice po roce 1989. [Development of chemistry curriculum for lower-secondary education in Czechia after 1989]. Chemické listy, 114(5), 366–369. http://ww.chemicke-listy.cz/ojs3/index.php/chemicke-listy/article/view/3606/3552
Vojíř, K., & Rusek, M. (2021). Preferred chemistry curriculum perspective: Teachers’ perception of lower-secondary school textbooks. Journal of Baltic Science Education, 20(2), 316–331. https://doi.org/10.33225/jbse/21.20.00