Students' Sensemaking of Synthesis Physics Problems: An Exploration of Their Eye Fixations

Autor/inn/en	Ibrahim, Bashirah; Ding, Lin
Titel	Students' Sensemaking of Synthesis Physics Problems: An Exploration of Their Eye Fixations
Quelle	In: International Journal of Science Education, 45 (2023) 9, S.734-753 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ibrahim, Bashirah) ORCID (Ding, Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2175183
Schlagwörter	Physics; Eye Movements; Science Instruction; Visual Aids; Problem Solving; Verbal Communication; Task Analysis; Undergraduate Students; Sequential Approach; Comparative Analysis + Suchen Sie Ihr Suchwort? Physik; Augenbewegung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anschauungsmaterial; Problemlösen; Aufgabenanalyse; Schrittfolge
Abstract	We investigate students' eye movements when they solve sequential and simultaneous synthesis physics problems. In sequential synthesis problems, multiple events occur chronologically, whereas in simultaneous synthesis problems, multiple events take place concurrently. We captured students' eye fixations on each problem diagram and recorded their verbal descriptions of problem-solving approaches. Results indicate that for sequential synthesis tasks, students fixated heavily and frequently on regions of a diagram where information is unknown or on empty space related to future events. Further, most students could invoke all relevant principles and intermediate variables to solve the sequential problems. However, for simultaneous synthesis tasks, students prioritised aspects of the diagram where information is given in the problem statement. Moreover, they mostly invoked only one fundamental principle to solve the problems by either using the values given in the statement or identifying one relevant intermediate variable. These findings may be explained by the differences in the spatiotemporal occurrence of the multiple events in the two types of synthesis problem. The chronological events in sequential synthesis tasks seem to support students' sensemaking, but the concurrent events of simultaneous synthesis tasks do not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01