Methodologies for Studying Visual Expertise

Gegenfurtner, Andreas; Merriënboer, Jeroen J. G. van

doi:10.14786/flr.v5i3.316

Cited by 17 publications

(7 citation statements)

References 44 publications

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“…We chose to structure them according to the concepts they are mainly focusing at ( Figure 2). Our structure corresponds to the structuring as Gegenfurtner and Van Merriënboer (2017) use it in their introduction to the current special issue into activation (brain activity), detection (vision), inference (verbalisation), and practice (observations). …”

Section: Methods Presented In the Current Special Issue And The Concementioning

confidence: 99%

Unboxing the Black Box of Visual Expertise in Medicine

Jarodzka

Boshuizen

2017

FLR

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Section: Methods Presented In the Current Special Issue And The Concementioning

confidence: 99%

Unboxing the Black Box of Visual Expertise in Medicine

Jarodzka

Boshuizen

2017

FLR

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“…Second, this study used verbal data as indicators of the reasoning processes description, explanation, and prediction (Carter et al, 1988;Seidel and Stürmer, 2014;Schäfer and Seidel, 2015)-although it is understood that teachers' ability to verbally express their views is not the same as the ability to apply the knowledge appropriately in the classroom context. Corresponding with the inference metaphor in visual expertise research (Gegenfurtner and Van Merriënboer, 2017), our decision to use verbal reports was grounded on our interest in knowledge-based reasoning as one of the two components of classroom professional vision. The related component, noticing (Sherin et al, 2011;Schack et al, 2017), could be examined in follow-up studies with additional data sources such as eye tracking (Szulewski et al, 2019b;Gegenfurtner et al, 2020) to complement and triangulate the analyses of verbal data.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals

et al. 2020

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Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning processes after viewing classroom photographs with varying presentation time and interactional complexity. A 3 × 2 × 4 factorial design was used. Teacher expertise (pre-service teachers vs. in-service teachers vs. school principals) was a between-group factor, presentation time (1 vs. 3 s) and complexity (teacher vs. dyad vs. small group vs. whole class) were within-group factors. Analysis of verbal reports suggested that in-service teachers and school principals used significantly more episodic knowledge, content knowledge, and pedagogical content knowledge in their reasoning than pre-service teachers did. Explanations with mathematical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing the teacher only. Explanations with pedagogical content knowledge were more frequent for in-service teachers, for shorter rather than longer presentation times, and for photographs showing a small group. Across time and complexity, school principals verbalized less frequently what they noticed. In-service teachers and school principals verbalized significantly more self-monitoring and more predictions of teacher actions than pre-service teachers. The study findings contribute to the growing body of evidence on classroom professional vision, teacher noticing, and visual teacher expertise, and provide initial evidence on expert teachers' frequent metacognitive self-monitoring.

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“…In particular, eyetracking methodology has found a niche within medical education in studying visual expertise. 21,22 It has been used to explore visual and cognitive behaviors in surgery and radiology. 20,23 Eye tracking has also been used to objectively measure cognitive load 24,25 and to study visual fixation patterns of experts in simulation settings.…”

Section: How This Is Relevant To Clinical Practicementioning

confidence: 99%