다중표상을 적용한 과학 문제 해결 과정에서 초등학생의 안구 운동 분석
Analysis of the Elementary Students’ Eye Movement in Science Problems Solving Process applying Multiple Representation
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초록
The main purpose of this study was to examine elementary students’ visual attention thatappeared in science problem solving process applying multiple representation. For this study, 32fourth graders participated voluntarily. The eye movement data of participants was collected by theeye-tracker (SMI). In this study, eye movement data mainly measured fixation time rate andfixation transition. We acquired a significant conclusion through these outcomes. As a result of theexperiment, there was a specific pattern when they solved science problems using multiple representation. Group of correct answer students had a high FTR(fixation time rate) on problem areasthan group of wrong answer students in oder to understand problems. More attention was placedon the area of correct answers than wrong answers. At first, they gave attention to the problemarea, gradually giving attention to the area of correct answers. When presented with a multirepresentationalproblem, students gave attention to the linguistic representations and symbolicrepresentations to solve the problems. Fixation transition data showed that visual representationwithin the area of horizontal transition was more frequent than that of vertical transition. This studyexplained the solving process of elementary students’ on the multiple representation problemsthrough eye movement data.
Abstract
The main purpose of this study was to examine elementary students’ visual attention thatappeared in science problem solving process applying multiple representation. For this study, 32fourth graders participated voluntarily. The eye movement data of participants was collected by theeye-tracker (SMI). In this study, eye movement data mainly measured fixation time rate andfixation transition. We acquired a significant conclusion through these outcomes. As a result of theexperiment, there was a specific pattern when they solved science problems using multiple representation. Group of correct answer students had a high FTR(fixation time rate) on problem areasthan group of wrong answer students in oder to understand problems. More attention was placedon the area of correct answers than wrong answers. At first, they gave attention to the problemarea, gradually giving attention to the area of correct answers. When presented with a multirepresentationalproblem, students gave attention to the linguistic representations and symbolicrepresentations to solve the problems. Fixation transition data showed that visual representationwithin the area of horizontal transition was more frequent than that of vertical transition. This studyexplained the solving process of elementary students’ on the multiple representation problemsthrough eye movement data.
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