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研究生: 鄭嘉惠
Cheng, Chia-Hui
論文名稱: 以眼球追蹤技術探究學生認知衝突與概念學習-以生物學細胞分裂主題為例
Using the eye tracking method to analyze students' cognitive conflict and concept learning on the topic of mitosis
指導教授: 楊芳瑩
Yang, Fang-Ying
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2016
畢業學年度: 104
語文別: 中文
論文頁數: 83
中文關鍵詞: 建構理論認知負荷理論迷思概念認知衝突眼球追蹤技術細胞分裂
英文關鍵詞: constructivism, cognitive load theory, misconception, cognitive conflict, eye tracking technique, cell division
DOI URL: https://doi.org/10.6345/NTNU202204446
論文種類: 學術論文
相關次數: 點閱:164下載:22
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  • 本研究運用眼球追蹤法,探討具有先備知識的生命科學系大一學生之迷思概念與概念衝突。受測者分成實驗組與控制組,實驗材料為七題生物學「細胞分裂」單元常見的迷思概念題目。實驗組的受測者於測驗後給予正確答案閱讀,控制組則沒有給予答案。實驗組發現作答錯誤時,預計會產生認知衝突,為了減低認知衝突,受試者會對概念進行重新理解,藉此調節其後續閱讀相關文章的認知負荷。研究的最後階段則利用問卷調查兩個組別受測者在閱讀相關文章材料後的學習成效,是否會因為有無經歷答案的閱讀歷程而有不同。本研究利用眼球追蹤法,分析受試者閱讀題目與文章過程中的眼動模式分析是否與認知衝突相關。眼動指標包括瞳孔凝視面積變化率、總凝視時間、凝視時間對總凝視時間的百分比以及第一次閱讀凝視時間。
    目前的研究結果指出,閱讀題目的瞳孔凝視面積變化率為受試者自我預估是否答題正確或錯誤的判斷力指標。而在控制組與實驗組兩組眼動指標的分析與學習成效之比較,發現實驗組在經歷認知衝突後,實驗組與控制組對於文章有相等的認知努力程度,而實驗組對於文章相關的概念閱讀有較好的理解,代表答案的閱讀歷程對於受測者是有所助益的。此外,針對認知衝突眼動模式分析結果,發現實驗組在閱讀答案的瞳孔凝視面積變化率與題目困難度有關連性。而實驗組的受測者認知衝突導致的概念改變的確會反映在後續文章的閱讀過程中,針對低難度的題目,作答錯誤的受測者會在閱讀答案的過程中調解此一衝突,並且在其後閱讀文章的過程中付出較低的認知努力程度。針對中難度與高難度的題目,閱讀錯誤答案過程的瞳孔凝視面積變化率較小,代表作答錯誤已經在自己的預期中,雖然沒有積極調解此一衝突,但已經引起注意力資源的重新分配,因此在後續文章閱讀的相關概念上給予較多的認知資源。

    In this study, we used the eye tracking method to investigate university biology students’ misconceptions and cognitive conflict. participants were divided into the experimental and control groups. Students took the misconception test first, and then proceeded to read a short expositive text. Before reading the expositive text, students of experimental group were given the correct answer of each item, while the control group read the short article without an interruption. All participants filled the questionnaire after the experiment. Students’ eye movements are recorded all the time during the experiment. The eye movement measures analyzed in the study were the changes in pupil size, first pass fixation duration time, total fixation duration and percent time fixated related to total fixation duration.
    The study showed that the change of pupil area could be the indicator of self-judgment ability over the test result. The comparative analysis between the control and the experimental groups showed that both groups afforded equal cognitive efforts to the expositive text but the experimental group demonstrated better concept achievement. The study result suggested that the offer of correct answers was useful for self-learning. The eye movement analysis found that the pupil area change rate of the experimental group was related to the level of item difficulty.For the easy items, participants of the experiment group who went through cognitive conflict (i.e. those who had wrong answers) showed larger pupil area change rate but spent less time in reading the expositive text. The finding suggested that for items of low difficulty, participants were able to mediate his/her cognitive conflict immediately and consequently paid less cognitive effort to the reading of the expositive text. On the contrary, for items of the medium and high level of difficulty, participants showed smaller pupil area change rate but longer reading time. This result implied that for difficult items, students did not mediate immediately his/her cognitive conflict. As a result, reading time increased. It should be noted that the increased reading time were relocated to areas related to their misconceptions.

    目錄 致謝 Ⅰ 摘要 Ⅱ Abstract Ⅲ 目錄 Ⅴ 圖目錄 Ⅷ 表目錄 Ⅸ 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 3 第三節 研究限制 4 第四節 研究的重要性 4 第五節 名詞解釋 5 第二章 文獻探討 7 第一節 建構理論與教學實踐 7 一、知識建構歷程與教學 7 二、迷思概念產生 9 第二節 認知負荷與概念學習 10 一、認知負荷 10 二、認知衝突、認知負荷與概念改變 11 第三節 認知衝突與眼球追蹤相關研究 12 一、眼球追蹤方法介紹 12 二、瞳孔凝視面積變化率與相關研究 13 第四節 生物學細胞分裂主題相關概念的學習 15 第三章 研究方法 16 第一節 研究對象 17 第二節 研究工具 18 一、眼動儀軟、硬體設備 18 二、閱讀材料 19 三、後測問卷 24 第三節 研究設計與施測流程 26 一、眼動儀器的校正 26 二、前測及實驗操弄 27 三、文章閱讀活動 27 四、問卷填寫 28 第四節 資料分析 29 一、前測測驗答對率與認知負荷及眼動指標分析 30 二、控制組與實驗組文章閱讀歷程之眼動指標與學習成效之比較 30 三、比較實驗組於第一次閱讀題目及第二次閱讀題目含答案的瞳孔面積放 大率之差異 31 四、實驗組認知衝突眼動模式分析 31 五、實驗組認知衝突與後續文章閱讀歷程之眼動指標分析 31 第五節 研究歷程 32 一、準備研究工具 32 二、正式施測 32 三、結果和資料分析 33 第四章 資料呈現與分析 34 第一節 前測測驗答對率與認知負荷及眼動指標分析 35 第二節 控制組與實驗組文章閱讀歷程之眼動指標與學習成效之比較 38 第三節 比較實驗組於第一次閱讀題目及第二次閱讀題目含答案的瞳孔面積放 大率之差異 46 第四節 實驗組認知衝突之眼動模式分析 48 第五節 實驗組認知衝突與後續文章閱讀歷程的分析 54 第五章 綜合討論與展望 65 第一節 研究結果與討論 65 一、前測測驗答對率與認知負荷及眼動指標分析討論 65 二、控制組與實驗組文章閱讀歷程眼動指標分析及學習成效之統計結果 比較 67 三、比較實驗組第一次閱讀題目及第二次閱讀題目含答案的瞳孔面積放大 率之差異結果 68 四、認知衝突之眼動模式分析結果討論 69 五、實驗組認知衝突與後續文章閱讀歷程的分析結果討論 70 六、待答問題之回應 72 第二節 教育上的意涵 76 第三節 未來展望 77 參考文獻 78 附錄一 文章閱讀活動所提供文章 83 圖目錄 圖3-2.1 硬體設備與軟體示意圖 19 圖3-2.2 題目呈現頁面與答案以及題目的呈現方式 21 圖3-3.1 研究施測流程 28 圖4-2.1 控制組與實驗組閱讀文章中與前測相關概念的瞳孔凝視面積變化率之 比較 39 圖4-2.2 控制組與實驗組閱讀文章中與前測相關概念總凝視時間之比較 41 圖4-2.3 控制組與實驗組閱讀文章中與前測相關概念的凝視時間對總凝視時間 百分比之比較 42 圖4-2.4 控制組與實驗組在閱讀閱讀文章中與前測相關概念的第一次閱讀凝視 時間之比較 44 圖4-3.1 閱讀題目與閱讀題目-答案瞳孔凝視面積變化率之比較 46 圖4-4.1 閱讀作答正確(無認知衝突)與作答錯誤(有認知衝突)題目的瞳孔 凝視面積變化率之比較 49 圖4-4.2 閱讀作答正確(無認知衝突)與作答錯誤 (有認知衝突) 題目的總凝視 時間之比較 50 圖4-4.3 閱讀作答正確(無認知衝突)與作答錯誤 (有認知衝突) 題目的凝視 時間對總凝視時間百分比的比較 52 圖4-5.1 學生有無經歷認知衝突的瞳孔凝視面積變化率之比較 56 圖4-5.2 學生有無經歷認知衝突的總凝視時間(秒)之比較 58 圖4-5.3 學生有無經歷認知衝突之凝視時間對總凝視時間百分比統計結果 59 圖4-5.4 學生有無經歷認知衝突的第一次閱讀凝視時間比較 61 表目錄 表3-1.1 研究樣本人數資料 17 表3-2.1 題目辨識名稱 20 表3-2.2 閱讀之文章所含之AOI編號與相關概念與名稱 24 表3-3.1 實驗設計 26 表3-4.1 本研究眼動指標說明 29 表4-1.1 題目困難度自我評估分數、題目答對率與各題目閱讀歷程眼動指標 平均分析 35 表4-1.2 題目困難度與眼動指標的皮爾森(Pearson)相關性檢定分析 36 表4-1.3 不同題目難度及眼動指標進行皮爾森(Pearson)的相關性檢定分析 37 表4-1.4 各題目答對率與受測者評估題目困難度及瞳孔面積擴張率的內部 一致性分析 37 表4-2.1 閱讀題目相關概念組別人數統計 38 表4-2.2 控制組與實驗組文章閱讀歷程之眼動指標之整體平均值 39 表4-2.3 控制組與實驗組在閱讀文章中與前測相關概念的瞳孔凝視面積變化率 (%)的ANOVA分析結果 40 表4-2.4 控制組與實驗組在閱讀文章中與前測相關概念的總凝視時間(秒)之 ANOVA分析結果 41 表4-2.5 控制組與實驗組在閱讀文章中與前測相關概念的凝視時間對總凝視時 間百分比(%)的ANOVA分析結果 43 表4-2.6 控制組與實驗組在閱讀文章中與前測相關概念的第一次閱讀凝視時間 (秒)的ANOVA分析結果 44 表4-2.7 控制組與實驗組兩組之答題分數之ANOVA分析結果 45 表4-3.1 第一次閱讀題目與第二次閱讀題目(含答案)的眼動指標之T考驗 47 表4-4.1 實驗組受測者作答情形人數統計 48 表4-4.2 閱讀作答正確(無認知衝突)與作答錯誤 (有認知衝突) 題目的瞳孔凝 視面積變化率(%)之ANOVA結果 49 表4-4.3 閱讀作答正確(無認知衝突)與作答錯誤 (有認知衝突) 題目的總凝視 時間(秒)ANOVA結果 51 表4-4.4 閱讀作答正確(無認知衝突)與作答錯誤 (有認知衝突) 題目的凝視 時間對總凝視時間百分比(秒)的ANOVA結果 53 表4-5.1 實驗組受測者經歷不同認知歷程後閱讀文章相關概念人數統計 54 表4-5.2 認知衝突與文章閱讀歷程的各眼動指標平均值 55 表4-5.3 學生有無經歷認知衝突的瞳孔凝視面積變化率(%)之ANOVA 結果 56 表4-5.4 學生有無經歷認知衝突之總凝視時間(秒)的ANOVA分析結果 58 表4-5.5 學生有無經歷認知衝突之凝視時間對總凝視時間百分比(%)的 ANOVA分析結果 60 表4-5.6 學生有無經歷認知衝突之第一次閱讀凝視時間(秒)的ANOVA分析 結果 62 表4-5.7 實驗組文章閱讀歷程分析結果總整理 63

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