scholarly journals Students’ approaches to solving R-FCI tasks observed by eye-tracking method

2018 ◽  
Vol 9 (2) ◽  
pp. 117-130
Author(s):  
Martina Kekule ◽  
Jouni Viiri
Keyword(s):  
High School ◽  
High School Students ◽  
Eye Tracking ◽  
Graph Representation ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Tracking Method ◽  
Motion Map ◽  
Force Concept

This study sought to assess the representational format of task options in the representational variant of the force concept Inventory (R-FCI) test, namely its impact on students’ problem-solving approaches. This was done with the help of eye-tracking equipment. 35 high-school students solved four tasks, mainly from the R-FCI test, which sought to assess the student’s understanding of Newton’s 1st and 2nd Law of Motion. As they were trying to solve the problems, their gazes were tracked by TobiiTX300. A comparison between students who provided the correct and incorrect answer was subsequently carried out. The correctly answering students very quickly found the correct solution both in verbal and graph representation. For motion map representation, they usually compared and made decision between two options. The incorrectly answering students did not show any consistent strategy except they paid the least attention to the correct answer. Moreover, two case stud studies of correctly and incorrectly answering students were described.

scholarly journals Can Peer Discussion Reduce Students’ Mistakes in Conceptual Physics Questions?

Pedagogika ◽  
2021 ◽  
Vol 143 (3) ◽  
pp. 223-239
Author(s):  
Nursultan Japashov ◽  
Aizhan Mansurova ◽  
Nuri Balta
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Peer Discussion ◽  
Better Than ◽  
Force Concept

In this work, we tried to check whether students can overcome their mistakes in conceptual physics questions by peer discussion. For this purpose, we administered Force Concept Inventory to high school students and university students. Our study showed that high school students and university students could not overcome their mistakes in the conceptual physics questions by peer discussion. We separately found out that males are better than females at conceptual physics questions.

Force concept inventory (FCI) representation of high school students (SMA & MA)

2017 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Jeffry Handhika ◽  
Farida Huriawati ◽  
Nur Fitriani
Keyword(s):  
High School Students ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Test Number ◽  
Third Law ◽  
Level Of Understanding ◽  
Problem Number ◽  
Learning Concept ◽  
Force Concept

<p class="Abstract">There have been profiling the level of understanding of physics concept (dynamics and kinematics) of students' (SMA and MA) in madiun region. Profiling is done by using the Force Concept Inventory test. Samples were taken from 120 students from SMA and MA  in Madiun and Ponorogo. The results indicate that FCI test number 23 and number 16 is the most answered incorrectly by the students. Problem number 23 related to kinematics and test number 16 on Newton's third law. Only 24.16% of students answered correctly test numbers 23 and 25% of students answered correctly test number 16. Students SMA and MA do not understand the concept well and can’t represent concept in another shapes. These results provide an indication that the learning concept needs to be implementation at SMA and MA.</p>

scholarly journals Force concept inventory (FCI) representation of high school students (SMA & MA)

2017 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Jeffry Handhika ◽  
Farida Huriawati ◽  
Nur Fitriani
Keyword(s):  
High School Students ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Test Number ◽  
Third Law ◽  
Level Of Understanding ◽  
Problem Number ◽  
Learning Concept ◽  
Force Concept

<p class="Abstract">There have been profiling the level of understanding of physics concept (dynamics and kinematics) of students' (SMA and MA) in madiun region. Profiling is done by using the Force Concept Inventory test. Samples were taken from 120 students from SMA and MA  in Madiun and Ponorogo. The results indicate that FCI test number 23 and number 16 is the most answered incorrectly by the students. Problem number 23 related to kinematics and test number 16 on Newton's third law. Only 24.16% of students answered correctly test numbers 23 and 25% of students answered correctly test number 16. Students SMA and MA do not understand the concept well and can’t represent concept in another shapes. These results provide an indication that the learning concept needs to be implementation at SMA and MA.</p>

An excerpt from an eye-tracking comparative study between Poland and Japan with the use of Force Concept Inventory

2017 ◽  
Author(s):  
Roman Rosiek ◽  
Mirosława Sajka ◽  
Eizo Ohno ◽  
Atsushi Shimojo ◽  
Michiru Iwata ◽  
...  
Keyword(s):  
Comparative Study ◽  
Eye Tracking ◽  
Use Of Force ◽  
Concept Inventory ◽  
Force Concept Inventory ◽  
Force Concept

scholarly journals APPLICATION OF RASCH MODEL IN TESTING FORCE CONCEPT INVENTORY

2020 ◽  
Vol 2 (6) ◽  
pp. 14-27
Author(s):  
Afiqah Basran ◽  
Denis Lajium
Keyword(s):  
Rasch Model ◽  
Physics Education ◽  
High Reliability ◽  
Test Theory ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Force And Motion ◽  
The Rasch Model ◽  
Force Concept

Inventori Konsep Daya is an instrument that is adapted from the Force Concept Inventory (FCI). It is an instrument consisting of 30 diagnostic items related to the concept of force and motion. This instrument is widely used in physics education. However, the validity of this instrument in Bahasa Malaysia is not well studied to ensure that the items in the instrument function properly. Based on previous research, one of the major issues that are often questioned in the FCI is the reliability of the instrument when administered to different groups. When studies conducted in this country, researchers often use the reliability analysis under the Classical Test Theory. Various weaknesses are identified when evaluating using the analysis under the theory. Therefore, the purpose of this study is to apply the Rasch model under Item Response Theory in analyzing the items in Inventori Konsep Daya. Several analyzes were selected to determine the validity of the items and instruments. This study will be conducted on three levels of students involved in the learning of force and motion concepts. 300 samples will be taken from school students, elementary or matriculation students as well as undergraduate students who have studied this topic. The data will be analyzed using Windstep software. The results showed that Inventori Konsep Daya was a good instrument with high reliability and separation index, positive polarity value for every item, and fit the Rasch model. However, the instrument was quite difficult for the respondents in this study. This study is important in providing information to other researchers who will use FCI as an instrument in their study. In addition, the findings of this study can also be used to compare with the previous studies to draw more accurate conclusions.

Eye-tracking of visual attention in web-based assessment using the Force Concept Inventory

2017 ◽  
Vol 38 (4) ◽  
pp. 045702 ◽  
Author(s):  
Jing Han ◽  
Li Chen ◽  
Zhao Fu ◽  
Joseph Fritchman ◽  
Lei Bao
Keyword(s):  
Visual Attention ◽  
Eye Tracking ◽  
Concept Inventory ◽  
Web Based ◽  
Force Concept Inventory ◽  
Force Concept

Relevancy of Force Concept Inventory and Mechanics Baseline Test in Excerpting Conceptual Understanding of High-Performing Students

2021 ◽  
Vol 03 (04) ◽  
Author(s):  
Bernard Ricardo
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Concept Inventory ◽  
Force Concept Inventory ◽  
High Performing ◽  
Baseline Test ◽  
Force Concept

In the topics of mechanics, readily available instruments such as the Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT) have been extensively used to assess students’ conceptual understanding, especially for high school and undergraduate students. In this paper, the relevancy of these two instruments in excerpting conceptual understanding of high-performing students was examined and the results were elaborated. The findings in this paper suggest that the FCI and MBT are indeed effective to show students’ basic conceptual understanding in mechanics but should not be used to assess improvement after learning intervention or to differentiate students’ conceptual understanding in a population of high performers. More advanced assessments, such as those that comprise higher order thinking questions, should be used for such purposes.

ANALYSIS OF SOME SELECTED FORCE CONCEPT INVENTORY TASKS USING EYE-TRACKING AND CORRELATION WITH SCIENTIFIC REASONING SKILLS

2019 ◽  
Author(s):  
Renata Holubová ◽  
◽  
Anna Krčmářová ◽  
Lukáš Richterek ◽  
Jan Říha ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Scientific Reasoning ◽  
Concept Inventory ◽  
First Year ◽  
Force Concept Inventory ◽  
Novices And Experts ◽  
Physics Course ◽  
First Year University ◽  
Scientific Reasoning Skills ◽  
Force Concept

The aim of the research was the analysis of the problem dealing with solving of six Force concept inventory tasks by first-year university students using obtained eye-tracking data. Some characteristics like attention maps and sequences of fixations provide a deeper insight into the students’ approaches to the tasks verifying their conceptual understanding to Newtonian mechanics. It can be confirmed the correctly answering students found the correct solutions more straightforwardly making their decision between fewer options. This is also supported by the analysis of fixation numbers and fixation times. The results show differences in the way novices and experts process questions and enable to identify some persistent misconceptions. Keywords: eye-tracking, introductory physics course, scientific reasoning, solving tasks.

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