Visual Attention Pattern of Middle School Students during Problem-Solving in Physics

Autor/inn/en	Wang, Qian; Zhu, Yanmei; Wei, Lili; Deng, Huihua
Titel	Visual Attention Pattern of Middle School Students during Problem-Solving in Physics
Quelle	In: Mind, Brain, and Education, 16 (2022) 2, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Yanmei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12313
Schlagwörter	Middle School Students; Visual Perception; Attention; Physics; Science Instruction; Scientific Concepts; Misconceptions; Knowledge Level; Eye Movements; Age Differences; Problem Solving + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Visuelle Wahrnehmung; Aufmerksamkeit; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Wissensbasis; Augenbewegung; Age; Difference; Age difference; Altersunterschied; Problemlösen
Abstract	This study investigated how visual attention differed between students who hold scientific knowledge and those who have misconceptions. We analyzed visual fixations of 98 middle students on problems containing information relevant to scientific knowledge and common misconceptions. It showed that students who acquired scientific concepts paid more attention to appropriate information but took less consideration to irrelevant information. On the contrary, students who held misconceptions fixated more on misleading information but failed to select appropriate information. In addition, the senior students demonstrated more eye fixations on relevant information than their younger peers. These findings reflect that students' conceptual understanding affects the way they evaluate the problem information. Our results also suggest that formal science education improves students' ability to select relevant information and efficiently solve a problem. Studying the visual attention pattern during problem-solving provides implications for the development of effective instructions to promote their ability to solve scientific problems. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01