Extracting Information from the Hertzsprung-Russell Diagram: An Eye-Tracking Study

Autor/inn/en	Langendorf, Ronja; Schneider, Susanne; Klein, Pascal
Titel	Extracting Information from the Hertzsprung-Russell Diagram: An Eye-Tracking Study
Quelle	In: Physical Review Physics Education Research, 18 (2022) 2, Artikel 020121 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Susanne) ORCID (Klein, Pascal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Science Instruction; Visual Aids; Benchmarking; Cognitive Ability; Astronomy; Inferences; Scientific Concepts; Protocol Analysis; Task Analysis; Eye Movements; Student Attitudes; Learning Problems; Instructional Materials; Material Development; Graphs; Learning Theories; College Freshmen; Foreign Countries; Likert Scales; Germany + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anschauungsmaterial; Denkfähigkeit; Astronomie; Inference; Inferenz; Aufgabenanalyse; Augenbewegung; Schülerverhalten; Lernproblem; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Grafische Darstellung; Learning theory; Lerntheorie; Studienanfänger; Ausland; Likert-Skala; Deutschland
Abstract	The Hertzsprung-Russell diagram (HRD) is a fundamental representation in stellar physics. It contains information about key properties of stars and allows inferences about stellar evolution. The use of the HRD is an important disciplinary activity in astrophysics. For example, it is particularly important to have a graphical understanding of the HRD in order to understand elementary astrophysical relationships (e.g., about the luminosity, temperature, radius, and mass of stars). However, several research papers indicate that students often have difficulty interpreting the HRD, apparently due to its visual complexity, and a number of learning difficulties have been described. Yet, there is still no evidence concerning how learners actually select and extract information from the HRD when completing tasks. In this study, we examined the gaze patterns and think-aloud protocols of 35 physics students as they performed 14 open-response tasks. Benchmarking against traditional x-y diagrams shows that the HRD imposes a significantly higher cognitive load on students, particularly due to the representation of luminosity, magnitude, and spectral class. Students reported a variety of learning difficulties related to information selection and extraction, sometimes mechanistically copying procedures from typical x-y diagrams. Eye-movement analysis confirmed these learning difficulties on a procedural level and show whether the students fixated on task-relevant parts of the HRD. Based on the study results, preliminary recommendations can be made in order to create engaging learning materials relating to the HRD. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01