Abstract
The paper is focused on observation of students’ problem solving strategies when solving concept cartoons tasks testing their understanding of the 1st and 2nd Newton’s law. Students’ solving process was recorded by an eye-tracker and, based on their tracked eyemovements, analysis of their approaches was provided. Students solved tasks from the R-FCI test as well. Detailed analysis of the solutions of four high-school students, one college student and one teacher was provided.
Highlights
Článek se zaměřuje na kvalitativní posouzení postupů žáků řešících úlohy zaměřené na porozumění 1. a 2
Three tasks were adopted from the R-FCI test by Nieminen et al (2010), one task was similar to the three previous ones and one task was in the form of concept cartoon
We conducted a detailed analysis of strategies of solving physics tasks for three students-experts and three student-novices, in which we monitored in particular the total time of solving the task
Summary
Článek se zaměřuje na kvalitativní posouzení postupů žáků řešících úlohy zaměřené na porozumění 1. a 2. Concept cartoons (Naylor & Keogh, 2010) as a task form are widely used in the area of education for testing, but in the teaching praxis as an appropriate stimulus for the discussion among students. Probably the most studies were interested in mechanics, focused on students strategies when they solve tasks of the FCI test (for example Madsen et al (2012), Kozhevnikov (2007), Ohno at al. We present a case study where we, with the help of the eye-tracking research method, qualitatively assess the strategy of solving a few problems from mechanics focused on Newton’s laws of motion
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