Students' Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/44555601:13430/21:43896245

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Students' Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

Popis výsledku v původním jazyce

This work is focused on upper-secondary school students&apos; 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&apos; (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&apos; transitions also enabled a qualitative analysis of the students&apos; 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&apos;s teaching conception.

Název v anglickém jazyce

Students' Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

Popis výsledku anglicky

This work is focused on upper-secondary school students&apos; 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&apos; (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&apos; transitions also enabled a qualitative analysis of the students&apos; 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&apos;s teaching conception.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Journal of Chemical Education

ISSN

0021-9584

e-ISSN

—

Svazek periodika

98

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

10

Strana od-do

1831-1840

Kód UT WoS článku

000661484800002

EID výsledku v databázi Scopus

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