Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations

The purpose of this study was to explore how students with high- and low-prior-knowledge employed multiple representations in argumentation evaluation and generation tasks. The argumentation performance and eye-movement behaviors of 96 college students in these tasks were investigated. The number of...

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Autores principales:	Chao-Jung Wu, Chia-Yu Liu
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/c52cc6af80a744ad9f3f1dae444c19f4
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spelling	oai:doaj.org-article:c52cc6af80a744ad9f3f1dae444c19f42021-12-02T14:22:28ZEye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations10.1103/PhysRevPhysEducRes.17.0101252469-9896https://doaj.org/article/c52cc6af80a744ad9f3f1dae444c19f42021-04-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010125http://doi.org/10.1103/PhysRevPhysEducRes.17.010125https://doaj.org/toc/2469-9896The purpose of this study was to explore how students with high- and low-prior-knowledge employed multiple representations in argumentation evaluation and generation tasks. The argumentation performance and eye-movement behaviors of 96 college students in these tasks were investigated. The number of participants who proposed complex argumentation levels and the argumentation accuracy was higher in the high-prior-knowledge group than in the low-prior-knowledge group. Moreover, the high-prior-knowledge group demonstrated greater eye-movement transitions between representations compared with the low-prior-knowledge group. Both groups had greater transitions in the generation task than the evaluation tasks. The high-prior-knowledge group distributed attention to representations with more flexibility, revealing that they were more aware of the task requirements and more able to employ multiple representations for arguments. In the argumentation evaluation tasks, the high-prior-knowledge group performed referencing behaviors in the reading sequences between representation text and equation and between representation table and figure, whereas the low-prior-knowledge group was inclined to look back and forth between representation text and table. In the argumentation generation task, the two groups displayed similar reading sequences. It indicated that learners with higher knowledge may perceive the similarity between homogeneous representations and constrained interpretations of the complex representations by using easier representations, or further integrated representations to achieve deeper understanding, which then improved their argumentation performance. The implications of instructions for improving learners’ argumentation skills in a multirepresentational display are discussed.Chao-Jung WuChia-Yu LiuAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010125 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Chao-Jung Wu Chia-Yu Liu Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
description	The purpose of this study was to explore how students with high- and low-prior-knowledge employed multiple representations in argumentation evaluation and generation tasks. The argumentation performance and eye-movement behaviors of 96 college students in these tasks were investigated. The number of participants who proposed complex argumentation levels and the argumentation accuracy was higher in the high-prior-knowledge group than in the low-prior-knowledge group. Moreover, the high-prior-knowledge group demonstrated greater eye-movement transitions between representations compared with the low-prior-knowledge group. Both groups had greater transitions in the generation task than the evaluation tasks. The high-prior-knowledge group distributed attention to representations with more flexibility, revealing that they were more aware of the task requirements and more able to employ multiple representations for arguments. In the argumentation evaluation tasks, the high-prior-knowledge group performed referencing behaviors in the reading sequences between representation text and equation and between representation table and figure, whereas the low-prior-knowledge group was inclined to look back and forth between representation text and table. In the argumentation generation task, the two groups displayed similar reading sequences. It indicated that learners with higher knowledge may perceive the similarity between homogeneous representations and constrained interpretations of the complex representations by using easier representations, or further integrated representations to achieve deeper understanding, which then improved their argumentation performance. The implications of instructions for improving learners’ argumentation skills in a multirepresentational display are discussed.
format	article
author	Chao-Jung Wu Chia-Yu Liu
author_facet	Chao-Jung Wu Chia-Yu Liu
author_sort	Chao-Jung Wu
title	Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
title_short	Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
title_full	Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
title_fullStr	Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
title_full_unstemmed	Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
title_sort	eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/c52cc6af80a744ad9f3f1dae444c19f4
work_keys_str_mv	AT chaojungwu eyemovementstudyofhighandlowpriorknowledgestudentsscientificargumentationswithmultiplerepresentations AT chiayuliu eyemovementstudyofhighandlowpriorknowledgestudentsscientificargumentationswithmultiplerepresentations
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Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations

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