Eye tracking student strategies for solving stoichiometry problems involving particulate nature of matter diagrams
Eye tracking student strategies for solving stoichiometry problems involving particulate nature of matter diagrams
复制标题
眼动追踪学生解决涉及物质图微粒性质的化学计量问题的策略
DOI：
--
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
T. Holme
中科院分区：
文献类型：
--
作者：
John Y. Baluyut;T. Holme
摘要 本研究比较了学生在被问及有关化学计量概念（例如限制试剂和过量试剂以及产量）的问题时如何从物质颗粒性质 (PNOM) 图以及平衡化学方程中获取和使用信息。通过检查学生对包含 30 项的在线工具的反应时的眼睛注视情况，对视觉行为进行比较。在七个项目上，高绩效者和低绩效者的视觉行为之间存在统计学上的显着差异，其中大部分是正确识别每个图表的限制试剂的项目。研究发现，与成绩差的学生相比，成绩好的学生花更多的时间检查 PNOM 图，并且在图的各个部分和其他感兴趣领域 (AOI) 之间转换更频繁。这项研究举例说明了如何通过使用与眼动追踪视觉行为相关的定量和定性技术来三角测量学生用来回答概念化学计量问题的基本策略。
Abstract This study compared how students obtained and used information from particulate nature of matter (PNOM) diagrams as well as balanced chemical equations when asked questions about stoichiometry concepts such as limiting and excess reagents, and yield. The comparisons were made in terms of visual behaviors by examining eye fixations while students responded to a 30-item online instrument. Statistically significant differences were found between visual behaviors of high- and low-performers on seven items, mostly those that dealt with correctly identifying the limiting reagent for each diagram. High-performing students were found to have spent more time examining PNOM diagrams and transitioned more frequently between parts of the diagrams and other areas of interest (AOIs) than low-performing students did. This study gives an example of how underlying strategies students used to respond to conceptual stoichiometry questions may be triangulated by the use of both quantitative and qualitative techniques in relation to eye tracking visual behaviors.