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과학 교과서의 표를 해석하는 초등교사들의 안구 운동 추적

Eye-Tracking on Inservice Elementary Teachers’ Interpreting of Science Textbook Tables

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참고문헌

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주제분류교육학

초록

The main purpose of this study was to examine elementary teachers’ visual attention that appears in science textbook tables. This paper proposed that teachers’ cognitive effectiveness can be different by the presence or absence of the title of tables. The eye fixation data of participants are collected by the eye tracker apparatus. Participants in this study were 10 elementary school teachers and the table on the 2007 revised science textbooks were selected as experimental stimuli. Information about eye-fixations are recorded when subjects are given 4 tables by eye tracker. Eye-fixation time as well as the ratio and the number of fixation can be obtained by using the eye tracker but also we can acquire a significant conclusion through these outcomes. As the result of the experiment, it took less time to interpret in the presence of the title than in the absence of it. However, this result is only effective only for the interpretation of simple stimulus; the presence of title does not influence on fixation time in the analysis of complicated stimulation. This study showed that it is better to insult the title in the tables because it helps teachers to recognize contents of the tables effectively.

Abstract

The main purpose of this study was to examine elementary teachers’ visual attention that appears in science textbook tables. This paper proposed that teachers’ cognitive effectiveness can be different by the presence or absence of the title of tables. The eye fixation data of participants are collected by the eye tracker apparatus. Participants in this study were 10 elementary school teachers and the table on the 2007 revised science textbooks were selected as experimental stimuli. Information about eye-fixations are recorded when subjects are given 4 tables by eye tracker. Eye-fixation time as well as the ratio and the number of fixation can be obtained by using the eye tracker but also we can acquire a significant conclusion through these outcomes. As the result of the experiment, it took less time to interpret in the presence of the title than in the absence of it. However, this result is only effective only for the interpretation of simple stimulus; the presence of title does not influence on fixation time in the analysis of complicated stimulation. This study showed that it is better to insult the title in the tables because it helps teachers to recognize contents of the tables effectively.

참고문헌 (44)

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