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Research on Strategies Students Use when Solving Problem Tasks
Koreneková, Kateřina ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
The subject of this thesis is the identification of strategies, which are used by lower-secondary school students when solving problem tasks in chemistry. The strategies were identified during talks with ninth-grade students. The talks conducted by using the Think-aloud method were connected with solution of selected problem tasks. The ascertained strategies were classified as expansive strategies (such strategy can be used to solve more types of problems) and limiting strategies (such strategy can be used to solve easy task, but they can fail when solving more difficult tasks). Furthermore, reader's strategies, which help students to understand the tasks were separately identified. Also, other problems that students had to face when solving the tasks were identified. To identify problematic elements a collection of problem tasks named Metodické komentáře a úlohy ke standardům pro základní vzdělávání - chemie (Methodical comments and tasks for educational standards for elementary education - chemistry) were used. The results showed that when students solved the tasks, which were larger and more difficult, they often used reading strategies, which consist in multiple reading and reading aloud. Some of the expansive strategies the students used consisted in analogous deducing and logical reasoning....
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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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Research on Strategies Students Use when Solving Problem Tasks
Koreneková, Kateřina ; Rusek, Martin (advisor) ; Bílek, Martin (referee)
The subject of this thesis is the identification of strategies, which are used by lower-secondary school students when solving problem tasks in chemistry. The strategies were identified during talks with ninth-grade students. The talks conducted by using the Think-aloud method were connected with solution of selected problem tasks. The ascertained strategies were classified as expansive strategies (such strategy can be used to solve more types of problems) and limiting strategies (such strategy can be used to solve easy task, but they can fail when solving more difficult tasks). Furthermore, reader's strategies, which help students to understand the tasks were separately identified. Also, other problems that students had to face when solving the tasks were identified. To identify problematic elements a collection of problem tasks named Metodické komentáře a úlohy ke standardům pro základní vzdělávání - chemie (Methodical comments and tasks for educational standards for elementary education - chemistry) were used. The results showed that when students solved the tasks, which were larger and more difficult, they often used reading strategies, which consist in multiple reading and reading aloud. Some of the expansive strategies the students used consisted in analogous deducing and logical reasoning....
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