Students' Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups

Autor/inn/en	Skrabankova, Jana; Popelka, Stanislav; Beitlova, Marketa
Titel	Students' Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups
Quelle	In: Journal of Baltic Science Education, 19 (2020) 2, S.298-316 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Graphs; Physics; Science Instruction; Eye Movements; Teaching Methods; Ability Grouping; Academically Gifted; Gifted Education; Foreign Countries; Secondary School Science; High School Students; Czech Republic + Suchen Sie Ihr Suchwort? Grafische Darstellung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Augenbewegung; Teaching method; Lehrmethode; Unterrichtsmethode; Homogene Gruppierung; Niveaugruppierung; Streaming; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Tschechische Republik
Abstract	Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher's experience, long-term observations and the students' previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01