Analysis of Processes in Reading about 'Science Stories' in 6th Grade Science Textbook Using Eye-tracking

Abstract

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

A Review of Eye-tracking Method in Elementary Science Education Research

“…초등 과학교육에서 기존의 인지심리학적인 연구 방법뿐만 아니라, EEG, MEG, fMRI 등의 신경과학 적인 연구방법을 융합한 연구의 필요성은 여러 선 행연구 (Ansari & Coch, 2006;Shin & Kwon, 2006; (Shin & Shin, 2014a), 삽화 (Jang & Shin, 2013;Jeong & Lee, 2016;Ko et al, 2014;Shin & Choi, 2013)와 글 (Jeong et al, 2015;Koh et al, 2007;Park & Shin, 2015;Ryu & Moon, 2013;Yoon et al, 2009)에 대한 연구, 교 수매체에 대한 연구 (Shin, 2016) 등의 선행연구에서 시선추적연구의 효과성과 가능성을 입증하였다. 하 지만 과학교과서 레이아웃에 대한 선행연구 Shin & Shin, 2014a (Shin, 2016), 교사의 평가활 동연구 (Lee & Park, 2015)에서 알 수 있듯이, 실제 교육현장연구에 시선추적기를 활용할 수 있음을 알 수 있다.…”

“…응시운동은 유 사성(similarity)과 근접성(proximity)의 특성을 갖고 있기 때문에 (Holmqvist et al, 2011;Snowden et al, 2011), 실험자극의 응시를 분 석할 때 첫 응시를 기계적으로 제외하거나, 실험설 계에 따라 첫 응시시간을 근거로 시각정보에 대한 인지부하 정도를 분석하기도 한다 (Duchowski, 2007;Holmqvist et al, 2011 (Jacob & Karn, 2003;Just & Carpender, 1976;Rayner, 1998 45편의 논문의 연구영역을 살펴보면, 국어교육 에 관련된 연구가 13편 (Choi, 2014; Fi g. 5. Annual number of paper Koh, 2014;Jeong & Kang, 2015;Kim, 2015;Koh & Yoon, 2007;Koh et al, 2010;Lee & Yong, 2009;Lee & Shin, 2012a;2012b;Lee & Suh, 2013;Lee, 2014;Lee & Park, 2015;Lee & Kang, 2015;Yoon & Koh, 2009), 수학교육에 관련된 연구 가 1편 , 과학교육에 관련된 연구 가 23편 Han et al, 2015;Jang & Shin, 2013;Jeon & Shin, 2015;Jeong & Lee, 2016;Kim et al, 2012;2013;Kim & Shin, 2014;Ko et al, 2014;Lee et al, 2014;Park & Shin, 2015;Shin & Choi, 2013;2014a;2014b), 교 육심리에 관련된 연구가 1편 (Ryu & Moon, 2013), 유아교육에 관련된 연구가 1편 (Kwon et al, 2016) 이었다 (Fig. 6) (Lee & Yong, 2009;Lee &amp...…”

“…응시운동은 이전에 발생한 응시대상에 대한 유사성(similarity)과 근접 Fi g. 9. Minimum fixation duration set 성(proximity)의 원리에 의해 나타나고 , Snowden et al, 2011 (Jeong & Kang, 2015;Kwon et al, 2016;, 80~90%인 논문이 5 편 Lee & Shin, 2012;Park & Shin, 2015;2014b), 90% 이상인 논문 은 2편 )이었다 (Fig. 10) (Kastens et al, 2016) 가 있었다.…”

A Case Study on the Visual Attention of Students during Science Class

“…The students' attention is very important because it determines the selection, processing, and recall of the information [1] Particularly in the case of science classes, students' visual attention is necessary because various illustrations, photographs, and videos are used to explain natural phenomena; these methods of teaching contain a lot of information [2]. However, previous research on science education has only focused on visual attention in simple learning situations, such as viewing illustrations or reading textbooks [3]. Therefore, if the characteristics of students' visual attention in a real science class are studied, it can provide basic data for developing consulting strategies for teachers to improve their teaching behaviors or to create a classroom environment improvement plan.…”