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Comparison of Lower-secondary Chemistry Textbooks' Text-difficulty Using Eye-tracking and the Nestler-Průcha-Pluskal Method
Sypecká, Martina ; Rusek, Martin (advisor) ; Tóthová, Martina (referee)
The bachelor thesis summarizes the results of a research focused on text difficulty in chemistry textbooks for primary schools. The used method was eye-tracking, in which pupils are observed by an eye camera that accurately records the reading progress. The research sample of pupils was selected using a reading pretest constructed from a released pilot task of the PISA test. In the next measurement participated eight subjects. The text difficulty was tested using selected excerpts from the chapters contained in textbooks published by Fraus and Nová Škola. During the test, the answers to each question were audio-recorded and afterwards the subjects were interviewed to map their stands to reading and chemistry. The results of these measurements were compared with the established method of the Nestlerová-Průcha-Pluskal trio. The research shows that successful readers were able to search the text for key information, according to which they solved the tasks correctly. Unsuccessful readers had to pay more attention to the text as they often had problems with reading comprehension, which led to using limiting strategies such as guessing. KEYWORDS Eye-tracking, The Think-aloud method, The analysis of primary school chemistry textbooks, Text difficulty
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The Use of Eye-tracking for Analysing the Strategies Students Use when Solving Chemistry Problem Tasks
Tóthová, Martina ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
In the thesis, results of a research focused on monitoring strategies used by students during problem solving are presented. It follows previous studies conducted with the use of think- aloud method. Due to limitations of this method, an eye-camera is used. The record of the camera is used not only to analyse student's problem-solving process, but also as a tool eliminating one of the RTA limits - inaccuracies due to forgetting. The strategies were investigated among economics-oriented vocational school students in the first grade. They solved indicator tasks from the Methodical Comments and Tasks for Educational Standards in Lower-Secondary Education. The research sample was selected based on a pre-test composed of the selected tasks. According to the results, the students were divided into four categories, two students of each category were selected for the research. They solved a second set of the tasks. Based on eye-tracking and think-aloud data, their problem- solving processes were mapped and false-positive results were eliminated. The research results show that the students used the most expansive strategies, mainly work with the periodical table. However, in most cases, these strategies did not lead to a correct solution, due to the students' problems during solving. In these cases, they...
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The Use of Eye-tracking for Analysing the Strategies Students Use when Solving Chemistry Problem Tasks
Tóthová, Martina
In the thesis, results of a research focused on monitoring strategies used by students during problem solving are presented. It follows previous studies conducted with the use of think- aloud method. Due to limitations of this method, an eye-camera is used. The record of the camera is used not only to analyse student's problem-solving process, but also as a tool eliminating one of the RTA limits - inaccuracies due to forgetting. The strategies were investigated among economics-oriented vocational school students in the first grade. They solved indicator tasks from the Methodical Comments and Tasks for Educational Standards in Lower-Secondary Education. The research sample was selected based on a pre-test composed of the selected tasks. According to the results, the students were divided into four categories, two students of each category were selected for the research. They solved a second set of the tasks. Based on eye-tracking and think-aloud data, their problem- solving processes were mapped and false-positive results were eliminated. The research results show that the students used the most expansive strategies, mainly work with the periodical table. However, in most cases, these strategies did not lead to a correct solution, due to the students' problems during solving. In these cases, they...
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The Use of Eye-tracking for Analysing the Strategies Students Use when Solving Chemistry Problem Tasks
Tóthová, Martina
In the thesis, results of a research focused on monitoring strategies used by students during problem solving are presented. It follows previous studies conducted with the use of think- aloud method. Due to limitations of this method, an eye-camera is used. The record of the camera is used not only to analyse student's problem-solving process, but also as a tool eliminating one of the RTA limits - inaccuracies due to forgetting. The strategies were investigated among economics-oriented vocational school students in the first grade. They solved indicator tasks from the Methodical Comments and Tasks for Educational Standards in Lower-Secondary Education. The research sample was selected based on a pre-test composed of the selected tasks. According to the results, the students were divided into four categories, two students of each category were selected for the research. They solved a second set of the tasks. Based on eye-tracking and think-aloud data, their problem- solving processes were mapped and false-positive results were eliminated. The research results show that the students used the most expansive strategies, mainly work with the periodical table. However, in most cases, these strategies did not lead to a correct solution, due to the students' problems during solving. In these cases, they...
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The Use of Eye-tracking for Analysing the Strategies Students Use when Solving Chemistry Problem Tasks
Tóthová, Martina ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
In the thesis, results of a research focused on monitoring strategies used by students during problem solving are presented. It follows previous studies conducted with the use of think- aloud method. Due to limitations of this method, an eye-camera is used. The record of the camera is used not only to analyse student's problem-solving process, but also as a tool eliminating one of the RTA limits - inaccuracies due to forgetting. The strategies were investigated among economics-oriented vocational school students in the first grade. They solved indicator tasks from the Methodical Comments and Tasks for Educational Standards in Lower-Secondary Education. The research sample was selected based on a pre-test composed of the selected tasks. According to the results, the students were divided into four categories, two students of each category were selected for the research. They solved a second set of the tasks. Based on eye-tracking and think-aloud data, their problem- solving processes were mapped and false-positive results were eliminated. The research results show that the students used the most expansive strategies, mainly work with the periodical table. However, in most cases, these strategies did not lead to a correct solution, due to the students' problems during solving. In these cases, they...
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