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.

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 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.

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

scholarly journals Comparing Science and Engineering Students Using the Force Concept Inventory in Introductory Physics Courses

2021 ◽  
Vol 26 (1) ◽  
pp. 67-75
Author(s):  
Nazife Koca ◽  
Nidhal Sulaiman
Keyword(s):  
Engineering Students ◽  
Concept Inventory ◽  
First Year ◽  
Force Concept Inventory ◽  
Sultan Qaboos University ◽  
Physics Courses ◽  
The Difference ◽  
Normalized Gain ◽  
Introductory Physics Courses ◽  
Force Concept

This work is intended to analyze and compare the performance of two groups of students on the understanding of force and motion concepts using the Force Concept Inventory (FCI). The FCI test serves questions on basic Newtonian concepts where the answers inclyde the correct response and commonly misconceived alternatives. The FCI test was implemented twice as pre and post-tests for two introductory calculus-based physics courses offered at the Sultan Qaboos University (SQU) in Oman for students mainly from the Colleges of Sciences, Education and Agriculture and the students from the College of Enginerring in the Spring 2017 and Spring 2018 semesters. These courses cover the traditional first-year level kinematics and dynamics in translational and rotational motions based on the same syllabus and the same textbook. Hake's normalized gain, defined as the change in class averages divided by the maximum possible increase, was used to compare the students'performances. The normalized gains for both groups of students were in the low gain category. Female students in both courses performed better on the FCI in general, but the difference was only statistically significant in the course offered to Science students. 

scholarly journals A CROSS-CULTURAL STUDY ON FRESHMEN’S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE

2014 ◽  
Vol 13 (1) ◽  
pp. 6-18
Author(s):  
Andrej Šorgo ◽  
Muhammet Usak ◽  
Milan Kubiatko ◽  
Jana Fančovičova ◽  
Pavol Prokop ◽  
...  
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Human Evolution ◽  
Scientific Reasoning ◽  
Darwinian Evolution ◽  
First Year ◽  
Scientific Explanations ◽  
Starting Point ◽  
Level Of Knowledge ◽  
First Year University

The purpose of this study was to measure the freshmen’s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8%), Slovakia (212, 21.3%), Slovenia (217, 27.3%) and Turkey (235, 23.6%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. Key words: evolution, genetics, human evolution, nature of science, non-scientific explanations.

scholarly journals Extending modified module analysis to include correct responses: Analysis of the Force Concept Inventory

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Jie Yang ◽  
James Wells ◽  
Rachel Henderson ◽  
Elaine Christman ◽  
Gay Stewart ◽  
...  
Keyword(s):  
Concept Inventory ◽  
Force Concept Inventory ◽  
Module Analysis ◽  
Force Concept
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