Students' Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10429292" target="_blank" >RIV/00216208:11410/21:10429292 - isvavai.cz</a>
Alternative codes found
RIV/44555601:13430/21:43896245
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=KK8VCsgd4" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=KK8VCsgd4</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1021/acs.jchemed.1c00167" target="_blank" >10.1021/acs.jchemed.1c00167</a>
Alternative languages
Result language
angličtina
Original language name
Students' Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study
Original language description
This work is focused on upper-secondary school students' ability to use the periodic table of elements to solve problem tasks. Eye-tracking and retrospective think-aloud methods were used to evaluate the reasoning behind the students' (N = 8) performance, i.e., to map the strategies they used and problems they faced when solving the tasks. The data from the eye-tracker were submitted to a quantitative analysis-time fixation duration evaluation on predefined areas of interest. The think-aloud method supporting the eye-tracking record together with the students' transitions also enabled a qualitative analysis of the students' procedure. Most of the students failed the tasks. The main reason was their lack of fundamental knowledge together with low reading and problem-solving skills, in addition to a lack of motivation to solve more demanding tasks. Their knowledge and ability to use the periodic table was proved insufficient to the corresponding curricular objective. The students mostly used expansive strategies, however, due to some problems (e.g., low prior knowledge, misunderstanding, or inattentive reading), they used limiting strategies (e.g., deducing from the task structure or guessing answers), and failed the tasks. These results offer a solid foundation for subsequent steps toward improving classroom practice, which stresses the need to focus on problem-solving and strategy development more during (chemistry) lessons. Also, the results call for extra support for the periodic table's teaching conception.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Chemical Education
ISSN
0021-9584
e-ISSN
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Volume of the periodical
98
Issue of the periodical within the volume
6
Country of publishing house
US - UNITED STATES
Number of pages
10
Pages from-to
1831-1840
UT code for WoS article
000661484800002
EID of the result in the Scopus database
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