Students' approaches to solving R-FCI tasks observed by eye-tracking method

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F18%3A10390445" target="_blank" >RIV/00216208:11320/18:10390445 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Students' approaches to solving R-FCI tasks observed by eye-tracking method

Popis výsledku v původním jazyce

This study sought to assess the representational format of task options in the representational variant of the force concept Inventory (R-FCI) test, namely its impact on students&apos; problem-solving approaches. This was done with the help of eye-tracking equipment. 35 high-school students solved four tasks, mainly from the R-FCI test, which sought to assess the student&apos;s understanding of Newton&apos;s 1st and 2nd Law of Motion. As they were trying to solve the problems, their gazes were tracked by TobiiTX300. A comparison between students who provided the correct and incorrect answer was subsequently carried out. The correctly answering students very quickly found the correct solution both in verbal and graph representation. For motion map representation, they usually compared and made decision between two options. The incorrectly answering students did not show any consistent strategy except they paid the least attention to the correct answer. Moreover, two case stud studies of correctly and incorrectly answering students were described.

Název v anglickém jazyce

Students' approaches to solving R-FCI tasks observed by eye-tracking method

Popis výsledku anglicky

This study sought to assess the representational format of task options in the representational variant of the force concept Inventory (R-FCI) test, namely its impact on students&apos; problem-solving approaches. This was done with the help of eye-tracking equipment. 35 high-school students solved four tasks, mainly from the R-FCI test, which sought to assess the student&apos;s understanding of Newton&apos;s 1st and 2nd Law of Motion. As they were trying to solve the problems, their gazes were tracked by TobiiTX300. A comparison between students who provided the correct and incorrect answer was subsequently carried out. The correctly answering students very quickly found the correct solution both in verbal and graph representation. For motion map representation, they usually compared and made decision between two options. The incorrectly answering students did not show any consistent strategy except they paid the least attention to the correct answer. Moreover, two case stud studies of correctly and incorrectly answering students were described.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Scientia in educatione

ISSN

1804-7106

e-ISSN

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Svazek periodika

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

14

Strana od-do

117-130

Kód UT WoS článku

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EID výsledku v databázi Scopus

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