Abstract
In our contribution, we focus on the analysis of six FCI tasks which were solved by first-year university students. The analysis is conducted using eye-tracking data obtained from the experiment. Some characteristics, like attention maps and sequences of fixations provide a deeper insight into the students’ approaches to the tasks verifying their conceptual understanding to Newtonian mechanics. We can confirm that the students answering correctly were able to find the solution more straightforwardly, making their decision between fewer options. This is also supported by the analysis of fixation numbers and fixation times. The results show differences in the way novices and experts process questions. Moreover, it enables to identify some persistent misconceptions.
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