Eye-Movement Study of Mechanics Problem Solving Using Multimodal Options

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F20%3A10423801" target="_blank" >RIV/00216208:11320/20:10423801 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-030-51182-1_12" target="_blank" >http://dx.doi.org/10.1007/978-3-030-51182-1_12</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-51182-1_12" target="_blank" >10.1007/978-3-030-51182-1_12</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Eye-Movement Study of Mechanics Problem Solving Using Multimodal Options

Popis výsledku v původním jazyce

We used an eye-tracking method to investigate students&apos; approaches to solving a physics task using various representations. Eight upper-secondary school students from Finland took part in the study. We found that students who preferred either the text or graph representations watched the options differently, but they used both representations to be sure of their solution. Transitions between text and graph alternatives were different for students preferring either text or graph representations. Interviews revealed typical misconceptions about the concept of force. Implications for physics instruction are presented.

Název v anglickém jazyce

Eye-Movement Study of Mechanics Problem Solving Using Multimodal Options

Popis výsledku anglicky

We used an eye-tracking method to investigate students&apos; approaches to solving a physics task using various representations. Eight upper-secondary school students from Finland took part in the study. We found that students who preferred either the text or graph representations watched the options differently, but they used both representations to be sure of their solution. Transitions between text and graph alternatives were different for students preferring either text or graph representations. Interviews revealed typical misconceptions about the concept of force. Implications for physics instruction are presented.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Research and Innovation in Physics Education: Two Sides of the Same Coin

ISBN

978-3-030-51181-4

Počet stran výsledku

10

Strana od-do

145-154

Počet stran knihy

247

Název nakladatele

Springer

Místo vydání

Neuveden

Kód UT WoS kapitoly

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