FIRE: Exploring Visual Cueing to Facilitate Problem Solving in Physics
FIRE:探索视觉提示以促进物理问题的解决
基本信息
- 批准号:1138697
- 负责人:
- 金额:$ 40万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2011
- 资助国家:美国
- 起止时间:2011-10-01 至 2015-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Vision is a critically important medium of communication. Students are continuously bombarded with images on television, cell phones and during instruction. Although well-designed images can facilitate learning, poorly designed images can hinder learning. This project tests the hypothesis that appropriately designed visual cues provided on physics problems, can improve students physics problem solving skills. This project strengthens an existing partnership between a cognitive psychologist mentor and physics education researcher mentee to test the above hypothesis through a sequence of two studies with a total of 150 participants enrolled in introductory algebra-based physics courses. An expert panel of two cognitive psychologists and a physics education researcher serve as the Advisory Board and external evaluators.The studies extend ongoing work over the past two years. The first study identifies differences in the eye movements of 20 experts and 50 novices enrolled in introductory algebra-based physics while solving physics problems with diagrams. Each participant solves 20 conceptual problems in introductory physics, each of which includes a diagram whose spatial structure is intimately connected to the problem's solution. The study will measure the total duration of eye-fixations in the areas of the diagram that are relevant to the solution as well as those that are irrelevant to the solution, but salient for other reasons. This tests the hypothesis that the experts will focus on the relevant areas and the novices will tend to focus on the irrelevant areas of the problem. The second study tests the hypothesis that appropriate visual cueing to change the eye movements of novices can improve their problem solving performance. One hundred participants with an appropriate level of physics knowledge are selected from students enrolled in algebra-based physics. Each participant is shown 10 physics problems on which largest expert novice differences are observed in the first study. First, each participant solves the problem, and if unable to do so correctly, she is given a practice problem which is similar to the initial problem. If she solves the practice problem correctly, she is shown a different problem. One half of the participants receive visual cues overlaid on the practice problem, while the other half do not. The study compares the problem solving performance of each group to test the hypothesis. Two graduate students whose dissertation research focuses on visual cueing will work on this project under the guidance of the principal investigators.This project is one of the first of its kind to explore and exploit the link between cognition and eye movements in the context of physics problem solving. Although this project focuses on problem solving in physics, the results of the research have implications for learning in other STEM disciplines where the use of images is important. Beyond its immediate scope, the project will benefit the field of physics education research by infusing ideas from cognitive psychology regarding visual cueing into physics education research, It will also potentially change the ways visual media are used in physics and other STEM instruction to more effectively facilitate students' learning.
视觉是一种至关重要的沟通媒介。 学生们在电视、手机和教学过程中不断受到图像的轰炸。 虽然设计良好的图像可以促进学习,但设计不良的图像可能会阻碍学习。本研究验证了在物理问题上提供适当设计的视觉线索,可以提高学生物理问题解决能力的假设。 该项目加强了认知心理学家导师和物理教育研究人员学员之间的现有伙伴关系,以通过一系列两项研究来测试上述假设,共有150名参与者参加了基于代数的入门物理课程。由两名认知心理学家和一名物理教育研究员组成的专家小组担任咨询委员会和外部评估员。 第一项研究确定了20名专家和50名新手在用图表解决物理问题时的眼球运动差异。 每个参与者解决20个概念性物理问题,每个问题都包括一个图表,其空间结构与问题的解决方案密切相关。 该研究将测量与解决方案相关的图表区域以及与解决方案无关但因其他原因而突出的区域的眼睛注视的总持续时间。这验证了专家将专注于相关领域而新手将倾向于关注问题的无关领域的假设。 第二项研究检验了一个假设,即适当的视觉提示改变新手的眼动可以提高他们的问题解决能力。 从参加代数物理学的学生中选出100名具有适当物理知识水平的参与者。 每个参与者被展示10个物理问题,在第一个研究中观察到最大的专家新手差异。 首先,每个参与者解决问题,如果不能正确地做到这一点,她会得到一个类似于初始问题的练习问题。 如果她正确地解决了练习问题,她会看到一个不同的问题。 一半的参与者接受视觉线索覆盖在实践问题上,而另一半则没有。 本研究通过比较各组学生的问题解决能力来验证这一假设。 两名研究生的论文研究重点是视觉提示,他们将在主要研究人员的指导下进行这个项目。这个项目是第一个探索和利用物理问题解决背景下认知和眼动之间联系的项目之一。 虽然这个项目的重点是解决物理问题,但研究结果对其他STEM学科的学习有影响,在这些学科中,图像的使用很重要。 除了其直接范围外,该项目还将通过将认知心理学关于视觉提示的思想注入物理教育研究,使物理教育研究领域受益,它还可能改变物理和其他STEM教学中使用视觉媒体的方式,以更有效地促进学生的学习。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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N. Sanjay Rebello其他文献
Comparing Students’ and Experts’ Understanding of the Content of a Lecture
- DOI:
10.1007/s10956-007-9048-4 - 发表时间:
2007-05-05 - 期刊:
- 影响因子:5.500
- 作者:
Zdeslav Hrepic;Dean A. Zollman;N. Sanjay Rebello - 通讯作者:
N. Sanjay Rebello
Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams
将注意力过程和概念性问题解决联系起来:视觉线索有助于从图表中自动提取相关信息
- DOI:
- 发表时间:
2014 - 期刊:
- 影响因子:3.8
- 作者:
Amy Rouinfar;Elise Agra;Adam M. Larson;N. Sanjay Rebello;Lester C. Loschky;Laura E. Thomas;N. Dakota. - 通讯作者:
N. Dakota.
Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning
- DOI:
10.1016/j.caeai.2024.100318 - 发表时间:
2024-12-01 - 期刊:
- 影响因子:
- 作者:
Amogh Sirnoorkar;Dean Zollman;James T. Laverty;Alejandra J. Magana;N. Sanjay Rebello;Lynn A. Bryan - 通讯作者:
Lynn A. Bryan
N. Sanjay Rebello的其他文献
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{{ truncateString('N. Sanjay Rebello', 18)}}的其他基金
Research on Automated Formative Feedback of Problem-Solving Strategy Writing in Introductory Physics using Natural Language Processing
利用自然语言处理的物理导论中解题策略写作的自动形成反馈研究
- 批准号:
2300645 - 财政年份:2023
- 资助金额:
$ 40万 - 项目类别:
Standard Grant
Measuring and Modeling Visual Attention in Online Multimedia Instruction
在线多媒体教学中视觉注意力的测量和建模
- 批准号:
2100218 - 财政年份:2021
- 资助金额:
$ 40万 - 项目类别:
Standard Grant
Investigating Trajectories of Learning & Transfer of Problem Solving Expertise from Mathematics to Physics to Engineering
调查学习轨迹
- 批准号:
0816207 - 财政年份:2008
- 资助金额:
$ 40万 - 项目类别:
Continuing Grant
Integrating Experimentation and Instrumentation in Upper-Division Physics
高级物理实验与仪器的结合
- 批准号:
0736897 - 财政年份:2008
- 资助金额:
$ 40万 - 项目类别:
Standard Grant
PECASE: Research on Students' Mental Models, Learning and Transfer as a Guide to Application-Based Curriculum Development and Instruction in Physics
PECASE:学生心理模型、学习和迁移的研究作为物理应用型课程开发和教学的指南
- 批准号:
0133621 - 财政年份:2002
- 资助金额:
$ 40万 - 项目类别:
Continuing Grant
Implementing the Workshop Model and other Research-based Instructional Strategies in Physics & Mathematics Courses
实施研讨会模式和其他基于研究的物理教学策略
- 批准号:
9951402 - 财政年份:1999
- 资助金额:
$ 40万 - 项目类别:
Standard Grant
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