PRIOR KNOWLEDGE AND ONLINE INQUIRY-BASED SCIENCE READING: EVIDENCE FROM EYE TRACKING
详细信息 查看全文
- 作者：Hsin Ning Jessie Ho (1)
Meng-Jung Tsai (1)
Ching-Yeh Wang (2)
Chin-Chung Tsai (1) - 关键词：eye tracking ; inquiry ; based data inspection ; prior knowledge ; text ; graphic integration ; web ; based science reading
- 刊名：International Journal of Science & Math Education
- 出版年：2014
- 出版时间：June 2014
- 年：2014
- 卷：12
- 期：3
- 页码：525-554
- 全文大小：
- 参考文献：1. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. / Learning and Instruction, 16, 183-98.
2. Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. / Journal of Educational Psychology, 98, 182-97. CrossRef
3. Chase, W. G. & Simon, H. A. (1973). Perception in chess. / Cognitive Psychology, 4, 55-1. CrossRef
4. Chi, M. T. H., Feltovich, P. & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. / Cognitive Science, 5, 121-52. CrossRef
5. Clark, R. E. & Clark, V. P. (2010), From Neo-Behaviorism to neuroscience: Perspectives on the origins and future contributions of cognitive load research. In J. Plass, R. Moreno, & R. Bruken (Eds.), / Cognitive load: Theory and application. New York: Cambridge University Press.
6. Clark, R. & Mayer, R. E. (2008). / E-learning and the science of instruction (2nd ed.). San Francisco: Jossey-Bass.
7. Clark, R. E. & Salomon, G. (1986). Media in teaching. In M. Wittrock (Ed.), / Handbook of research on teaching (3rd ed., pp. 464-78). New York: Macmillan.
8. Cromley, J. G., Snyder-Hogan, L. E. & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. / Contemporary Educational Psychology, 35(1), 59-4. CrossRef
9. de Koning, B. B., Tabbers, K. H., Rikers, M. J. P. R. & Paas, F. (2010). Attention guidance in learning from complex animation: Seeing is understanding? / Learning and Instruction, 20, 111-22. CrossRef
10. Ericsson, K. A. & Kintsch, W. (1995). Long-term working memory. / Psychological Review, 102, 211-45. CrossRef
11. Gegenfurtner, A., Lehtinen, E. & Saljo, R. (2011). Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains. / Educational Psychology Review, 23(4), 523-52
12. Grant, E. R., & Spivey, M. J. (2003). Eye movements and problem solving: Guiding attention guides thought. / Psychological Science, 14, 462-66.
13. Hannus, M. &Hyona, J. (1999). Utilization of illustrations during learning of science textbook passages among low- and high- ability children. / Contemporary Educational Psychology, 24, 95-23. CrossRef
14. Hegarty, M., Carpenter, P. A. & Just, M. A. (1991). Diagrams in the comprehension of scientific texts. In R. Barr, M. Kamil, P. B. Mosenthal & P. D. Person (Eds.), / Handbook of reading research (Vol. 2, pp. 641-68). New York: Longman.
15. Hegarty, M. & Just, M. A. (1993). Constructing mental models of machines from texts and diagrams. / Journal of Memory and Language, 32, 717-42. CrossRef
16. Hoffman, J. L., Wu, H. K., Krajcik, J. S. & Soloway, E. (2003). The nature of middle school learners-science content understandings with the use of on-line resources. / Journal of Research in Science Teaching, 40(3), 323-46. CrossRef
17. Holsanova, J., Holmberg, N. & Holmqvist, K. (2009). Reading information graphics: The role of spatial contiguity and dual attentional guidance. / Applied Cognitive Psychology, 23, 1215-226. CrossRef
18. Hyona, J. (2010). The use of eye movements in the study of multimedia learning. / Learning and Instruction, 20, 172-76.
19. Hyona, J., Lorch, J. R. F. & Kaakinen, J. K. (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. / Journal of Educational Psychology, 94, 44-5. CrossRef
20. Ikpeze, C. H. & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. / The Reading Teacher, 60(7), 644-54. CrossRef
21. Kalyuga, S., Ayres, P., Chandler, P. & Sweller, J. (2003). The expertise reversal effect. / Educational Psychologist, 38, 23-2. CrossRef
22. Kalyuga, S., Chandler, P. & Sweller, J. (1998). Levels of expertise and instructional design. / Human Factors, 40, 1-7. CrossRef
23. Kirschner, P. A., Sweller, J. & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching. / Educational Psychologist, 41(2), 75-6. CrossRef
24. Kozma, R. (2003). The material features of multiple representations and their cognitive and social affordances for science understanding. / Learning and Instruction, 13, 205-26. CrossRef
25. Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C. & Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. / Educational Research Review, 10, 90-15. CrossRef
26. Levie, W. H. & Lentz, R. (1982). Effects of text illustrations: A review of research. / Educational Communication and Technology, 30, 195-32.
27. Liu, X., Gale, A., & Song, T. (2007). Detection of terrorist threats in air passenger luggage: Expertise development. In: The Institute of Electrical and Electronics Engineers (Ed.), / Proceedings of the 41st Annual IEEE International Carnahan Conference on Security Technology (pp. 301-06). Ottawa, Canada: Editor.
28. Mareno, R., Ozogul, G. & Reisslein, M. (2011). Teaching with concrete and abstract visual representations: Effects on students-problem solving, problem representations, and learning perceptions. / Journal of Educational Psychology, 103, 32-7. CrossRef
29. Mason, L., Pluchino, P., Tornatora, M. C. & Ariasi, N. (2013a). An eye-tracking study of learning from science text with concrete and abstract illustrations. / The Journal of Experimental Education, 81(3), 356-84. CrossRef
30. Mason, L., Tornatora, M. C. & Pluchino, P. (2013b). Do fourth graders integrate text and picture in processing and learning from illustrated science text? Evidence from eye-movement patterns. / Computers & Education, 60(1), 95-09. CrossRef
31. Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. / Learning and Instruction, 13, 125-39.
32. Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. / Learning and Instruction, 20, 167-71.
33. Mayer, R. E. & Gallini, J. (1990). When is an illustration worth ten thousand words? / Journal of Educational Psychology, 82, 715-26. CrossRef
34. Meyer, K., Rasch, T. & Schnotz, W. (2010). Effects of animation’s speed of presentation on perceptual processing and learning. / Learning and Instruction, 20(2), 136-45.
35. National Research Council (2000). / Inquiry and the national science education standards. Washington, DC: National Academy Press.
36. Paivio, A. (1986). / Mental representations: A dual approach. New York: New Oxford University Press.
37. Rayner, K. (1998). Eye movements in reading and information processing: 20?years of research. / Psychological Bulletin, 124, 372-22. CrossRef
38. Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. / Quarterly Journal of Experimental Psychology, 62, 1457-506. CrossRef
39. Salomon, G. (1979). / Interaction of media, cognition, and learning. San Francisco: Jossey-Bass.
40. Schmidt-Weigand, F., Kohnert, A. & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. / Learning and Instruction, 20, 100-10. CrossRef
41. Schnotz, W. & Bannert, M. (2003). Construction and interference in learning from multiple representation. / Learning and Instruction, 13, 141-56. CrossRef
42. Schwonke, R., Berthold, K. & Renkl, A. (2009). How multiple external representations are used and how they can be made more useful. / Applied Cognitive Psychology, 23, 1227-243.
43. Sloutsky, V. M., Kaminski, J. A. & Heckler, A. F. (2005). The advantage of simple symbols for learning and transfer. / Psychonomic Bulletin and Review, 12, 508-13. CrossRef
44. Sutherland-Smith, W. (2002). Weaving the literacy Web: Changes in reading from page to screen. / The reading teacher, 55(7), 662-69.
45. Sweller, J., van Merrienboer, J. K. G. & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. / Educational Psychology Review, 10, 251-96. CrossRef
46. Tsai, M.-J., Hsu, C.-Y. & Tsai, C.-C. (2012). Investigation of high school students-online searching performance: The role of implicit and explicit approaches. / Journal of Science Education and Technology, 21(2), 246-54. CrossRef
47. van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P. & Paas, F. (2009a). Attention guidance during example study via the model’s eye movements. / Computers in Human Behavior, 25, 785-91. CrossRef
48. van Gog, T., Kester, L., Nievelstein, F., Giesbers, B. & Paas, F. (2009b). Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. / Computers in Human Behavior, 25, 325-31. CrossRef
49. van Gog, T., Paas, F. & van Merrienboer, J. K. G. (2005). Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data. / Applied Cognitive Psychology, 19, 205-21. CrossRef
50. van Gog, T. & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. / Learning and Instruction, 20, 95-9.
51. Weber, N. & Brewer, N. (2003). Expert memory: The interaction of stimulus structure, attention, and expertise. / Applied Cognitive Psychology, 17, 295-08. CrossRef
52. Yore, L. D. & Shymansky, J. A. (1991). Reading in science: Developing an operational conception to guide instruction. / Journal of Science Teacher Education, 2(2), 29-6. CrossRef - 作者单位：Hsin Ning Jessie Ho (1)
Meng-Jung Tsai (1)
Ching-Yeh Wang (2)
Chin-Chung Tsai (1)
1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan
2. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan - ISSN：1573-1774
文摘
This study employed eye-tracking technology to examine how students with different levels of prior knowledge process text and data diagrams when reading a web-based scientific report. Students-visual behaviors were tracked and recorded when they read a report demonstrating the relationship between the greenhouse effect and global climate change in 2 diagrams and 4 textual sections. Based on the pretest scores, 13 participants were categorized into high and low prior knowledge (PK) groups. Eye-tracking measures including the total reading time, total fixation duration, and total regression number on each area of interest of the 2 groups were compared. A heat map was further used to show the overall visual distribution of each group. In addition, the inter-scanning transitions between the textual and graphical information of the 2 groups were compared and further confirmed by the patterns of the scan paths. The results revealed that overall students spent more time reading the textual than the graphical information. The high PK students showed longer fixation durations and more regressions on the graphics than the low PK students. Meanwhile, the high PK students showed more inter-scanning transitions than the low PK students not only between the text and graphics but also between the 2 data diagrams. This suggests that the high PK students were more able to integrate text and graphic information and inspect scientific data which is essential for online inquiry learning. This study provides eye-tracking evidence to show that low PK students have difficulties integrating scientific diagrams with expository texts and inspecting scientific data diagrams that are commonly shown in websites. Suggestions are made for future studies and instructional design for online inquiry-based science learning.