초등학생의 인지양식에 따른 안구운동기반 생물분류 사고과정 모형 개발
Developing Eye-movement Based Classifying Thinking Model according to Elementary Students’ Cognitive Style
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The purpose of this study was to develop eye-movement based classifying thinking model by identifying the differences in eye movement pattern shown in classification process between the elementary students who have analytic cognitive style and wholistic cognitive style. The subjects for the research consisted of 25 analytic students and 13 wholistic students. First, the participants were asked to solve the eye-tracking problem. After that, they gave an interview about the eye-tracking problem. Finally, they answered CSA test. The findings of this study were fourfold. First, 5 tasks were developed for revealed differences in classification process between students’ cognitive style. The tasks were consisted of 4 non-hierarchical classification tasks and 1 hierarchical classification task. Second, there was a significant difference in students’ fixation duration by students’ cognitive style. Analytic students spent little time on scanning details and found the features successfully. They made different classification standard according to their cognitive style. Analytic students interested in features’ detail, while wholistic students interested in salient features. Third, interviewing revealed the differences in the process of making standards. Finally, ECTM was developed. There were two steps in this model- Cognition of Elements and Making Standards. This study developed eye-movement based classifying model by analyzing the differences in classifying process between analytic students and wholistic students. It suggested that classification should be taught differently by students’ cognitive style and it should be taught following stage.
Abstract
The purpose of this study was to develop eye-movement based classifying thinking model by identifying the differences in eye movement pattern shown in classification process between the elementary students who have analytic cognitive style and wholistic cognitive style. The subjects for the research consisted of 25 analytic students and 13 wholistic students. First, the participants were asked to solve the eye-tracking problem. After that, they gave an interview about the eye-tracking problem. Finally, they answered CSA test. The findings of this study were fourfold. First, 5 tasks were developed for revealed differences in classification process between students’ cognitive style. The tasks were consisted of 4 non-hierarchical classification tasks and 1 hierarchical classification task. Second, there was a significant difference in students’ fixation duration by students’ cognitive style. Analytic students spent little time on scanning details and found the features successfully. They made different classification standard according to their cognitive style. Analytic students interested in features’ detail, while wholistic students interested in salient features. Third, interviewing revealed the differences in the process of making standards. Finally, ECTM was developed. There were two steps in this model- Cognition of Elements and Making Standards. This study developed eye-movement based classifying model by analyzing the differences in classifying process between analytic students and wholistic students. It suggested that classification should be taught differently by students’ cognitive style and it should be taught following stage.
참고문헌 (39)
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