Literaturnachweis - Detailanzeige
Autor/inn/en | Susac, Ana; Planinic, Maja; Bubic, Andreja; Jelicic, Katarina; Palmovic, Marijan |
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Titel | Effect of Representation Format on Conceptual Question Performance and Eye-Tracking Measures |
Quelle | In: Physical Review Physics Education Research, 19 (2023) 2, Artikel 020114 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Susac, Ana) ORCID (Planinic, Maja) ORCID (Jelicic, Katarina) ORCID (Palmovic, Marijan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Eye Movements; Science Tests; Science Achievement; Test Items; Pictorial Stimuli; Physics; Teaching Methods; Scientific Concepts; Comparative Analysis; Scores; Verbal Communication; Foreign Countries; High School Students; Multiple Choice Tests; Croatia Augenbewegung; Test content; Testaufgabe; Fantasieanregung; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kroatien |
Abstract | Previous studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students' scores and eye-tracking measures on isomorphic questions which contained graphical, pictorial, and verbal representations. On average, in two-thirds of cases, students were consistent in their answers (correct or incorrect) across all three representations. There was no statistically significant difference in students' scores for different representations. However, eye-tracking measures suggest that it was easiest for students to extract information from verbal representations and most difficult from pictorial representations for the conceptual questions used in this study. These results could be useful to teachers and researchers when creating conceptual questions and, more generally, when teaching with multiple representations. (As Provided). |
Anmerkungen | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |