气候图阅读任务中学生群体差异的眼动追踪研究

IF 0.1 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
Rachel M. Atkins, K. McNeal
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引用次数: 5

摘要

由于该主题的跨学科性质以及复杂的认知和情感学习挑战,交流气候信息具有挑战性。图表是科学家用来交流气候变化证据的常用表示法。然而,重要的是要确定专业知识连续体中的个人如何以及为什么以不同的方式导航图形数据,因为这对这些信息的有效沟通有影响。我们收集并分析了地球科学研究生和本科生的眼动追踪指标,同时查看了显示气候信息的图表。我们的研究结果表明,在事实提取任务中,新手本科生会相应地更多地关注问题、标题和轴图形元素,而地球科学研究生则会相应地花更多的时间查看和解释数据。同样的发现在外推任务中得到了加强。本科生新手也更有可能描述总体趋势,而研究生则确定了更具体的模式。在测试前测量绘图技能方面表现较高的本科生,与在测试前表现较低的同龄人相比,他们看到的图形与研究生更相似。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study
Communicating climate information is challenging due to the interdisciplinary nature of the topic along with compounding cognitive and affective learning challenges. Graphs are a common representation used by scientists to communicate evidence of climate change. However, it is important to identify how and why individuals on the continuum of expertise navigate graphical data differently as this has implications for effective communication of this information. We collected and analyzed eye-tracking metrics of geoscience graduate students and novice undergraduate students while viewing graphs displaying climate information. Our findings indicate that during fact-extraction tasks, novice undergraduates focus proportionally more attention on the question, title and axes graph elements, whereas geoscience graduate students spend proportionally more time viewing and interpreting data. This same finding was enhanced during extrapolation tasks. Undergraduate novices were also more likely to describe general trends, while graduate students identified more specific patterns. Undergraduates who performed high on the pre-test measuring graphing skill, viewed graphs more similar to graduate students than their peers who performed lower on the pre-test.
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来源期刊
Journal of Astronomy and Earth Sciences Education
Journal of Astronomy and Earth Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
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66.70%
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1
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