written by
Adam D. Smith, Jose P. Mestre, and Brian H. Ross
This study explores what introductory physics students actually look at when studying worked-out examples. Our classroom experiences indicate that introductory physics students neither discuss nor refer to the conceptual information contained in the text of worked-out examples. This study is an effort to determine to what extent students incorporate the textual information into the way they study. Student eye-gaze patterns were recorded as they studied the examples to aid them in solving a target problem. Contrary to our expectations from classroom interactions, students spent 40±3% of their gaze time reading the textual information. Their gaze patterns were also characterized by numerous jumps between corresponding mathematical and textual information, implying that they were combining information from both sources. Despite this large fraction of time spent reading the text, student recall of the conceptual information contained therein remained very poor. We also found that having a particular problem in mind had no significant effects on the gaze-patterns or conceptual information retention.
Physical Review Special Topics - Physics Education Research: Volume 6, Issue 2, Pages 020118
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=10746">Smith, A, J. Mestre, and B. Ross. "Eye-gaze patterns as students study worked-out examples in mechanics." Phys. Rev. ST Phys. Educ. Res. 6, no. 2, (October 7, 2010): 020118.</a>
AIP Format
A. Smith, J. Mestre, and B. Ross, , Phys. Rev. ST Phys. Educ. Res. 6 (2), 020118 (2010), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.6.020118).
AJP/PRST-PER
A. Smith, J. Mestre, and B. Ross, Eye-gaze patterns as students study worked-out examples in mechanics, Phys. Rev. ST Phys. Educ. Res. 6 (2), 020118 (2010), <https://doi.org/10.1103/PhysRevSTPER.6.020118>.
APA Format
Smith, A., Mestre, J., & Ross, B. (2010, October 7). Eye-gaze patterns as students study worked-out examples in mechanics. Phys. Rev. ST Phys. Educ. Res., 6(2), 020118. Retrieved November 4, 2024, from https://doi.org/10.1103/PhysRevSTPER.6.020118
Chicago Format
Smith, A, J. Mestre, and B. Ross. "Eye-gaze patterns as students study worked-out examples in mechanics." Phys. Rev. ST Phys. Educ. Res. 6, no. 2, (October 7, 2010): 020118, https://doi.org/10.1103/PhysRevSTPER.6.020118 (accessed 4 November 2024).
MLA Format
Smith, Adam, Jose P. Mestre, and Brian Ross. "Eye-gaze patterns as students study worked-out examples in mechanics." Phys. Rev. ST Phys. Educ. Res. 6.2 (2010): 020118. 4 Nov. 2024 <https://doi.org/10.1103/PhysRevSTPER.6.020118>.
BibTeX Export Format
@article{
Author = "Adam Smith and Jose P. Mestre and Brian Ross",
Title = {Eye-gaze patterns as students study worked-out examples in mechanics},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {6},
Number = {2},
Pages = {020118},
Month = {October},
Year = {2010}
}
Refer Export Format
%A Adam Smith %A Jose P. Mestre %A Brian Ross %T Eye-gaze patterns as students study worked-out examples in mechanics %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 2 %D October 7, 2010 %P 020118 %U https://doi.org/10.1103/PhysRevSTPER.6.020118 %O application/pdf
EndNote Export Format
%0 Journal Article %A Smith, Adam %A Mestre, Jose P. %A Ross, Brian %D October 7, 2010 %T Eye-gaze patterns as students study worked-out examples in mechanics %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 2 %P 020118 %8 October 7, 2010 %U https://doi.org/10.1103/PhysRevSTPER.6.020118 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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