What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue

Kaakinen, Johanna K.

doi:10.1007/s10648-020-09573-7

Cited by 18 publications

(23 citation statements)

References 38 publications

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“…As this task's solution did not demand extra processing, this result points to their effort to solve the task. 46,47 AOIs, the students fixated on the legend significantly (p = 0.001) shorter than the relevant and irrelevant AoIs. The value η 2 = 0.621 represents a large effect size.…”

Section: Students' Use Of Periodic Tablementioning

confidence: 94%

Students’ Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

2021

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This work is focused on upper-secondary school students' ability to use the periodic table of elements to solve problem tasks. Eye-tracking and retrospective think-aloud methods were used to evaluate the reasoning behind the students' (N = 8) performance, i.e., to map the strategies they used and problems they faced when solving the tasks. The data from the eye-tracker were submitted to a quantitative analysis−time fixation duration evaluation on predefined areas of interest. The think-aloud method supporting the eye-tracking record together with the students' transitions also enabled a qualitative analysis of the students' procedure. Most of the students failed the tasks. The main reason was their lack of fundamental knowledge together with low reading and problem-solving skills, in addition to a lack of motivation to solve more demanding tasks. Their knowledge and ability to use the periodic table was proved insufficient to the corresponding curricular objective. The students mostly used expansive strategies, however, due to some problems (e.g., low prior knowledge, misunderstanding, or inattentive reading), they used limiting strategies (e.g., deducing from the task structure or guessing answers), and failed the tasks. These results offer a solid foundation for subsequent steps toward improving classroom practice, which stresses the need to focus on problem-solving and strategy development more during (chemistry) lessons. Also, the results call for extra support for the periodic table's teaching conception.

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Section: Students' Use Of Periodic Tablementioning

confidence: 94%

Students’ Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

2021

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“…Similarly, with respect to the definition of particular skills, more specificity regarding the involved cognitive processes is needed. The skill of perception can be conceptualized in many different ways, starting with teachers' visual perception as in the visual search or scene perception paradigm from cognitive psychology (Biermann et al, 2020;Kaakinen, 2020;Rayner, 2009), or as noticing certain events that are assumed to be relevant, or also as what teachers talk about (thus, attend to) in their comments (B. Sherin & Star, 2011).…”

Section: Situation-specific Skills In Generalmentioning

confidence: 99%

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management.Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers' skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers' retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers' perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.

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“…One of the main advantages of eye-tracking is that it can be used in a broad range of research interests. Many psychological disciplines, medical fields and marketing studies have employed eye-tracking as an experimental tool [45,[53][54][55][56].…”

Section: Eye-tracking Systemmentioning

confidence: 99%

New Lens to Reveal the Street Interface. A Morphological-Visual Perception Methodological Contribution for Decoding the Public/Private Edge of Arterial Streets

2021

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Streets have different forms that are not defined only by their partitions, furniture, and width, but also by their edges as vital features of their spatiality. The relationship between a street and a building impacts the street interface configurations, resulting in various topological characteristics. Thus, the street interface is a physical entity that is produced by the interrelationship between urban morphological elements (street and building), and the way it is formed and used affects the livability of the street. The methods used in the current study contribute to an empirical urban morphological–visual cognitive investigation of arterial street interface configurations, particularly on the ground floor level, to assess potential relations between variations in the physical configurations that influence pedestrian visual perception using mobile eye-tracking glasses. In conclusion, this study contributes to research into developing a spatial framework for arterial street liveability, addressing the pilot case study of Avenida da República in Lisbon.

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What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue

Cited by 18 publications

References 38 publications

Students’ Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

Students’ Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

New Lens to Reveal the Street Interface. A Morphological-Visual Perception Methodological Contribution for Decoding the Public/Private Edge of Arterial Streets

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