안구 운동 추척 기법을 활용한 과학학습 우수아와 부진아의 생명 과학 지식 유형에 따른 삽화 텍스트 이해과정 분석
Analysis of Processes in Understanding about Illustrated Science Text forHigh Science Achievers and Low Science Achievers with Types of Biological Knowledge
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In this study, we investigated processes in understanding about illustrated science text for high science achievers and low science achievers with types of biological knowledge using eye-tracking. The major results of the study are as follows. The results of eye movement characteristics of the high and low groups had the following differences. Fixation count, average fixation duration, fixation time on text and illustration were higher in high-groups with knowledge ‘What’. Fixation count, fixation time on text were higher in high-groups with knowledge ‘How’. Fixation count, fixation time on illustration were higher in low-groups. The results suggest that learning is heavily driven by the text for high group with knowledge ‘How’ and students inspect illustration minimally. It is concluded that it is important in order to increase the educational effects of the illustrated life science text considering the skill level of the learner and types of biological knowledge.
Abstract
In this study, we investigated processes in understanding about illustrated science text for high science achievers and low science achievers with types of biological knowledge using eye-tracking. The major results of the study are as follows. The results of eye movement characteristics of the high and low groups had the following differences. Fixation count, average fixation duration, fixation time on text and illustration were higher in high-groups with knowledge ‘What’. Fixation count, fixation time on text were higher in high-groups with knowledge ‘How’. Fixation count, fixation time on illustration were higher in low-groups. The results suggest that learning is heavily driven by the text for high group with knowledge ‘How’ and students inspect illustration minimally. It is concluded that it is important in order to increase the educational effects of the illustrated life science text considering the skill level of the learner and types of biological knowledge.
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