Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Differences in Eye Movement of Pre-service Teachers and Elementary School Students in SBF Question about a Visual Material of the Change on the Lunar Phases

달 위상 변화의 시각화 자료에서 SBF 질문에 따른 예비교사와 초등학생의 시선 이동 차이

  • Received : 2014.02.12
  • Accepted : 2014.05.23
  • Published : 2014.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose of this study is to analyze eye movements of pre-service teachers and elementary students about a visual material of the change on the lunar phases. Eye-Tracker was used for analysis for eye-fixation time and eye movement at the structure, behavior, function question on the visual material. The Results were as follows. First, the pre-service teacher checked the visual materials from a holistic perspective depending on the function questions and fixed eye-fixation on the moon of the behavior question concerned. On the contrary, elementary school student only checked function of the moon located in the upper part and eye-fixation focus was spread here and there regardless of the questions. Second, the pre-service teacher gazed at the sun, earth and moon in a consecutive order depending on the questions to identify their spatial relations and checked location of the moon related to the question. On the contrary, the elementary school student did not view relations between earth, sun and moon from a spatial perspective. These findings indicate that the pre-service teacher conjures up the mechanism of the change on the lunar phases and confirms it in visual materials by visualizing change on the lunar phase model from earth's point of view while the elementary school student fails to take advantage of visual materials to visualize it from earth's point of view.

Keywords

References

  1. Abell, S., Martini, M. & George, M. (2001). That's what scientists have to do: Preservice elementary teachers' conceptions of the nature of science during a moon investigation. International Journal of Science Education, 23(11), 1095-1109. https://doi.org/10.1080/09500690010025049
  2. Barnea, N. & Dori, Y. J. (2000). Computerized molecular modeling the new technology for enhancing model perception among chemistry educators and learners. Chemistry Education: Research and Practice in Europe, 1(1), 109-120. https://doi.org/10.1039/A9RP90011J
  3. Byeon, J. H., Lee, I. S. & Kwon, Y. J. (2011). A study on consulting of teaching behavior patterns of gaze fixation by using eye tracker: The case study. Journal of Learner-Centered Curriculum and Instruction, 11(4), 173-199.
  4. Choi, H. D. & Shin, D. H. (2012). Eye-tracking on inservice elementary teachers' interpreting of science textbook tables. Journal of Korean Elementary Science Education, 31(3), 358-371.
  5. Gabbard, C. (2012). The role of mental simulation in embodied cognition. Early Child Development and Care, 183(5), 643-650.
  6. Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. In Visualization in science education (pp. 9-27). Springer Netherlands.
  7. Glenberg, A. M. (2009). Prediction and emotion in dialog. European Journal of Social Psychology, 39, 1169-1172. https://doi.org/10.1002/ejsp.678
  8. Glenstrup, A. J. & Engell-Nielsen, T. (1995). Eye controlled media: Present and future state. B. S. Dissertation, Copenhagen University.
  9. Goel, A. K., Gomez de Silva Garza, A., Grue, N., Murdock, J. W., Recker, M. & Govinderaj, T. (1996). "Towards designing learning environments-I: Exploring how devices work," In Proc. Third International Conference on Intelligent Tutoring Systems: Lecture notes in computer science 1086, Springer.
  10. Hegarty, M. (2004). Diagrams in the mind and in the world: Relations between internal and external visualizations. In A. Blackwell et al. (Eds.) Diagrams 2004 Conference Proceedings. LNAI 2980 (pp. 1-13). Berlin and Heidelberg: Springer-Verlag.
  11. Hegarty, M., Kriz, S. & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition & Instruction, 21(4), 325-360.
  12. Hmelo-Silver, C. & Pfeffer, M. (2004) Comparing expert and novice understanding of a complex systems from the perspectives of structures, behaviors and functions. Cognitive Science, 28(1), 127-138. https://doi.org/10.1207/s15516709cog2801_7
  13. Hmelo-Silver, C. E., Marathe, S. & Liu, L. (2007). Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems. The Journal of the Learning Sciences, 16(3), 307-331. https://doi.org/10.1080/10508400701413401
  14. Hmelo-Silver, C., Holton, D. & Kolodner, J. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9(3), 247-298. https://doi.org/10.1207/S15327809JLS0903_2
  15. Johnson-Laird, P. N. (1980). Mental models in cognitive science. Cognitive Science, 4(1), 71-115. https://doi.org/10.1207/s15516709cog0401_4
  16. Kastens, K. A. & Rivet, A. (2008). Multiple modes of inquiry in earth science. Science Teacher, 75(1), 26-31.
  17. Katz, R., Ragnarsson, R. & Bodenschatz, E. (2005). Tectonic microplates in a wax model of sea-floor spreading. New Journal of Physics, 7, (37), doi:10.1088/1367-2630/7/1/037
  18. Kosslyn, M. S. (1994). Image and brain: The resolution of imagery debate. MIT Press.
  19. Lightman, A. & Sadler, P. M. (1993). Teacher predictions versus actual student gains. The Physics Teacher, 31(3), 162. https://doi.org/10.1119/1.2343698
  20. Liu, L. & Hmelo-Silver, C. E. (2009). Promoting complex systems learning through the use of conceptual representations in hypermedia. Journal of Research in Science Teaching, 46(9), 1023-1040. https://doi.org/10.1002/tea.20297
  21. Mason, L., Caterina, M. T. & Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Journal of Computers & Education, 60, 95-109. https://doi.org/10.1016/j.compedu.2012.07.011
  22. McConkie, G. W., Underwood, N. R., Zola, D. & Wolverton, G. S. (1985) Some temporal characteristics of processing during reading. Journal of Experimental Psychology: Human Perception and Performance, 11(2), 168-186. https://doi.org/10.1037/0096-1523.11.2.168
  23. Moulton, S. T. & Kosslyn, S. M. (2009). Imagining predictions: Mental imagery as mental emulation. Philosophical Transactions of the Royal Society, 364(1521), 1273-1280. https://doi.org/10.1098/rstb.2008.0314
  24. Orion, N., BenChaim, D. & Kali, Y. (1997). Relationship between earth-science education and spatial visualization. Journal of Geoscience Education, 45(1), 129-132. https://doi.org/10.5408/1089-9995-45.2.129
  25. Ramadas, J. (2009). Visual and spatial modes in science learning. International Journal of Science Education, 31(3), 301-318. https://doi.org/10.1080/09500690802595763
  26. Rivet, A. E. & Kastens, A. K. (2012). Developing a construct-based assessment to examine students' analogical reasoning around physical models in earth science. Journal of Research in Science Teaching, 49(6), 713-744. https://doi.org/10.1002/tea.21029
  27. Robert, H. T., John, F. L. & Frederick, J. B. (2006). An exploration of the use of eye-gaze tracking to study problem-solving on standardized science assessment. International Journal of Research & Method in Education, 29(2), 185-208. https://doi.org/10.1080/17437270600891614
  28. Rommelse, N. N. J., Stigchel, S. V. & Sergeant, J. A. (2008). A review on eye movement studies in childhood and adolescent psychiatry. Brain and Cognition, 68(3), 391-414. https://doi.org/10.1016/j.bandc.2008.08.025
  29. Salvucci, D. D. & Goldberg, J. H. (2000). Identifying fixations and saccades in eye-tracking protocols. Proceedings of the Symposium on Eye Tracking Research & Applications, 71-78.
  30. Shin, W. S. & Shin, D. H. (2013). Analysis of eye movement by the science achievement level of the elementary students on observation test. Journal of Korean Elementary Science Education, 32(2), 185-197.
  31. Slykhuis, D. A., Wiebe, E. N. & Annetta, L. A. (2005). Eye-tracking students' attention to powerpoint photographs in science education. Journal Science Education and Technology, 14(6), 509-520. https://doi.org/10.1007/s10956-005-0225-z
  32. Subramaniam, K. & Padalkar, S. (2009). Visualisation and reasoning in explaining the phases of the moon. International Journal of Science Education, 31(3), 395-417. https://doi.org/10.1080/09500690802595805
  33. Trafton, J. G., Trickett, S. B. & Mintz, F. (2005). Connecting internal and external representations: Spatial transformations of scientific visualizations. Foundations of Science, 10(1), 89-106. https://doi.org/10.1007/s10699-005-3007-4
  34. Uttal, D. H. & O'Doherty, K. (2008). Comprehending and learning from 'visualizations': A developmental perspective. In J. K. Gilbert, M. Reiner & M. Nakhlel (Ed.), Visualization: Theory and practice in science education (pp. 53-72). New York: Springer.
  35. Zeilik, M. & Bisard, W. (2000). Conceptual change in introductory-level astronomy courses. Journal of College Science Teaching, 29(4), 229-232.

Cited by

  1. Exploration of the Strategy in Constructing Visualization Used by Pre-service Elementary School Teachers in Making Science Video Clip for Flipped Learning - Focusing on Earth Science - vol.35, pp.2, 2015, https://doi.org/10.14697/jkase.2015.35.2.0231
  2. A Review of Eye-tracking Method in Elementary Science Education Research vol.35, pp.3, 2016, https://doi.org/10.15267/keses.2016.35.3.288
  3. 실제 과학수업에서 시선추적과 주의력 검사를 통한 초등학생들의 주의 특성 분석 vol.36, pp.4, 2016, https://doi.org/10.14697/jkase.2016.36.4.0705