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https://doi.org/10.3938/NPSM.68.329
Study of the Problem Solving Process with a Graph about 'Motion' by Using an Eye Tracking Device
New Phys.: Sae Mulli 2018; 68: 329~337
Published online March 30, 2018;  https://doi.org/10.3938/NPSM.68.329
© 2018 New Physics: Sae Mulli.

Hyeyoung SONG, Yunebae PARK*, Eunjeong YUN†

Department of Physics Education, Kyungpook National University, Daegu 41566, Korea
Correspondence to: *ypark@knu.ac.kr, †ejyun@knu.ac.kr
Received September 12, 2017; Revised January 23, 2018; Accepted January 24, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In order to investigate objectively and quantitatively the process of interpreting a graph related to the motion by middle school students, we introduced the eye tracking method, and we compared the result of eye tracking with the students' understanding of the graph. Two graphs representing the relationship between time, position, and speed were selected at the middle school level, and a total of six items were developed, these for each of two graghs. The eye tracking equipment was the SMI REDn scientific, and a total of 58 eighth-grade students who had already learned the 'motion' unit were included in this study. The students who had a good understanding of the graphs were found to focus on the graph more than the text, to visit the graph more frequently, and to have a higher number of fixations on the key areas in the graph. On the other hand, students with low understanding of the graphs were found to focus on the text area rather than the graph and to have a significantly lower number of fixations on the key areas in the graph.
PACS numbers: 01.40.-d
Keywords: Eye tracking, Motion, Graph, Middle school science, Science education


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