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 class="aps-inline-formula"> 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.
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机译:这项研究探讨了在学习制定的例子时实际研究的介绍性物理学学生。我们的教室经验表明,介绍物理学学生既不讨论,也不是指制定实施例中所含的概念信息。本研究努力确定学生在多大程度上将文本信息纳入他们的学习方式。学生眼睛凝视图案被记录,因为他们研究了这些例子,以帮助他们解决目标问题。与我们对课堂互动的期望相反,学生花费 class =“aps-inline-arousion”> 展开▼