중학생의 유전 가계도 문제 해결에서 나타나는 주의 집중과 해결 과정 분석
Analysis of Junior High School Students’ Attention and Problem-Solving Process on Genogram
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The purpose of this study is to analyze the attention and problem solving process on genogram by junior high school students. It was analyzed by using an eye tracker. 30 participants were divided to 3 groups according to problem solving ability which is determined by the rate of correction. Attention is analyzed by duration of fixation and number of fixations. Problem solving process is analyzed by number of visits and time to first fixation. AOIs are categorized into 7 parts; question, key, questioned target, important evidence, less important evidence, the least important evidence and background. On average of all problems, a group with high problem solving ability had less attention to the background. They were confident and solve the problem easily. A group with middle problem solving ability had more attention to the background. On average of difficult problems, they had more attention to important evidence and the least important evidence. It means they are not confident and confused about their answer and solving method. A group with low problem solving ability had less attention to important evidence. It’s because they had difficulty in searching important evidence. In problem solving process, students who have high problem solving ability searched important evidence directly and switched their attention effectively according to the importance of evidences. Students who have middle problem solving ability switched their attention to less important evidence earlier than important evidence. It’s because they were confused about the importance of evidences. Students who have low problem solving ability switched their attention to the background early and questioned target the last, which is not efficient way. In this study, the characteristics of attention and problem solving process were different according to the problem solving ability on genogram. It is expected that teachers could improve their understanding of students who have different problem solving ability. And they can suggest an effective way to solve the genogram problem in teaching and learning situations.
Abstract
The purpose of this study is to analyze the attention and problem solving process on genogram by junior high school students. It was analyzed by using an eye tracker. 30 participants were divided to 3 groups according to problem solving ability which is determined by the rate of correction. Attention is analyzed by duration of fixation and number of fixations. Problem solving process is analyzed by number of visits and time to first fixation. AOIs are categorized into 7 parts; question, key, questioned target, important evidence, less important evidence, the least important evidence and background. On average of all problems, a group with high problem solving ability had less attention to the background. They were confident and solve the problem easily. A group with middle problem solving ability had more attention to the background. On average of difficult problems, they had more attention to important evidence and the least important evidence. It means they are not confident and confused about their answer and solving method. A group with low problem solving ability had less attention to important evidence. It’s because they had difficulty in searching important evidence. In problem solving process, students who have high problem solving ability searched important evidence directly and switched their attention effectively according to the importance of evidences. Students who have middle problem solving ability switched their attention to less important evidence earlier than important evidence. It’s because they were confused about the importance of evidences. Students who have low problem solving ability switched their attention to the background early and questioned target the last, which is not efficient way. In this study, the characteristics of attention and problem solving process were different according to the problem solving ability on genogram. It is expected that teachers could improve their understanding of students who have different problem solving ability. And they can suggest an effective way to solve the genogram problem in teaching and learning situations.
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