研究生: |
陳俐陵 Chen, Li-Ling |
---|---|
論文名稱: |
地球科學標準化測驗之解題歷程:眼動研究分析 The problem solving process for Standardized test (multiple-choice questions) on Earth Science: An eye tracking analysis |
指導教授: |
楊芳瑩
Yang, Fang-Ying |
學位類別: |
博士 Doctor |
系所名稱: |
科學教育研究所 Graduate Institute of Science Education |
論文出版年: | 2017 |
畢業學年度: | 106 |
語文別: | 中文 |
論文頁數: | 125 |
中文關鍵詞: | 標準化測驗試題 、眼動分析 、解題歷程 、科學認識觀 、解題策略 |
英文關鍵詞: | standardized test, eye movement, problem solving process, scientific epistemological beliefs, Problem Solving Strategies |
DOI URL: | https://doi.org/10.6345/NTNU202201887 |
論文種類: | 學術論文 |
相關次數: | 點閱:169 下載:19 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究以地球科學為研究範疇,篩選具鑑別度的學科能力測驗試題,根據Bloom認知分類為記憶、理解、應用、分析等四層次問題,透過眼動儀紀錄,並配合晤談與問卷資料,呈現選擇題型標準化測驗解題歷程,探討其與解題表現、解題策略之間的關係,以及科學認識觀在解題歷程的影響性。本研究將45名大專生以上受測者依據成績分為低、中、高三組,分析各組於各層次問題的眼動資料或科學認識觀量表、解題晤談的表現,並討論研究變項間關係。研究結果發現依不同成績分組後,除低分組於記憶題說明區與選項區的再閱讀凝視時間明顯較長與回視次數多外,中分組於理解層次題的許多眼動指標數值亦顯著較高,但高分組於應用或分析題等高階認知層次之說明區的眼動指標數值均較其他兩組低,顯示高分組並未在此層次解題時比其他兩組受測者耗時於瞭解題意上;且解題表現與眼動資料代表之解題歷程相關分析顯示,成績越高者與各區域多項眼動指標數值呈現負相關的趨勢。而各組間的科學認識觀各向度並無顯著差異,僅驗證向度與解題凝視時間百分比接近顯著相關。由於測驗試題的題幹區域內容多半屬於概念提示或條件限定的描述,作答資訊多集中於選項區,故受測者大多採取逆向解題策略,僅應用計算題採順向解題策略。一般而言,高分組具有較高比例受測者的概念正確性程度高、解題表現最佳,但在個別單題計算解題時,中分組的概念正確程度最高、解題表現亦較佳。本研究結果可作為標準化測驗試題設計參考,並提示教師進行學科知能教學時,應著重於基本知識的建立與理解。
Since standardized tests are used frequently in measuring student performance, the problem solving process and strategies which help students succeed is concerned. The purpose of this research was to reveal the cognitive features of reading process with eye movement analysis and interview data synthesis, and how scientific epistemological beliefs affect performance. The eighteen standardized Earth Science questions were from the national college entrance examination (CEE) in Taiwan, and were then categorized into four levels according to Revised Bloom's Taxonomy. Participants were forty-five undergraduate and graduate students, who were divided into three groups by the earth science test scores. Results showed that low-score group displayed higher re-reading fixation duration, and times of regression in problem statement and question zones on remembering-level questions; middle-score group paid higher visual attention in problem statement and multiple options area on understanding-level questions. However, for applying or analyzing-level questions, high-score group had shorter fixation duration than other groups in problem statement zone, which indicated subjects with higher scores spent less time on identifying and defining problem. Meanwhile, the correlation analyses demonstrated a negative correlation between test score and some eye movement indicators. There was no significant difference among the three groups for scientific epistemological beliefs, but justification dimension showed a marginally significant positive correlation with percent time fixated. Furthermore, most subjects used the working backward strategy in this Earth Science test because problem statement provided limit information for problem solving but multiple options followed by a range of judgments. The findings provide insights for standardized test design and problem-solving studies in the future.
簡茂發、洪冬桂、區雅倫、夏蕙蘭、劉澄桂、舒琮慧等人(2007)。大學入學考試中心命題研究與測驗發展。教育研究與發展期刊。3(4),1-27。
Anderson, J.R. (2009). Cognitive Psychology and Its Implications. 7th Edition, Worth Publishers, New York.
Ashmore, A. D., Frazer, M. J. & Casey, R. J. (1979). Problem solving and problem solving networks in chemistry. Journal of Chemical Education, 56, 377-379.
Barnett-Foster, D., & Nagy, P. (1996). Undergraduate student response strategies to test questions of varying format. Higher Education, 32, 177-198.
Biggs, J. (1996) Assessing learning quality: reconciling institutional, staff and educational demands. Assessment & Evaluation in Higher Education, 21(1): 5-15.
Bransford, J., & Stein, B. S. (1984). The IDEAL problem solver: A guide for improving thinking, learning, and creativity. New York: W. H. Freeman
Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education, 28, 879–902.
Bybee R.W. (1997), Achieving scientific literacy: from purposes to practices, Portsmouth, NH, Heinmann Publishing.
Buswell G T. (1935), How People Look at Pictures: a Study of the Psychology of Perception in Art. Chicago, IL: University of Chicago Press.
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
Chi, M. T., Glaser; R., & Farr, M. J. (1988). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates.
Coderre S., Mandin H., Harasym P. H., Fick G. H. (2003). Diagnostic reasoning strategies and diagnostic success. Medical Education, 37, 695-703.
Conley, A. M., Pintrich, P. R., Wekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
Delabarre, E. B. (1898). A method of recording eye movements. American Journal of Psychology, 9, 572-574.
Dewey, J. (1910). How we think. Chicago: Henry Regnery.
Dodge, R., & Cline, T. S. (1901). The angle velocity of eye movements. Psychological Review, 8, 145-157.
Dufresne, Robert J. & Leonard, William J. & Gerace, William J. (2002), Making sense of students' answers to multiple-choice questions. The Physics Teacher, 40(3), 174-180.
Ebel, R. L. (1979). Essentials of educational measurement. Englewood cliffs, NJ: Prentice-Hall.
Ferguson, L. E., Bråten, I., Strømsø, H. I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research, 62, 100–114.
Groen, M., & Noyes, J. (2010) Solving problems: how can guidance concerning task-relevancy be provided? Computers in Human Behavior, 26(6):1318-1326.
Hayes, J. R. (1989). The complete problem solver (2nd ed.). Hillsdale, NJ: Erlbaum.
Hegarty, M., Mayer, R., & Monk, C. (1995). Comprehension of arithmetic word problems: a comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology, 87(1), 18-32.
Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55 (5), 440-454.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Huey, E. B. (1898). Preliminary experiments in the physiology and psychology of reading. American Journal of Psychology, 9, 575-586.
James W. (1890). The principles of psychology. New York: Henry Holt.
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge.
Just, M. A., & Carpenter, P. (1980). A theory of reading: From eye fixation to comprehension. Psychological Review, 87, 329-354.
Kitchener, K. S. (1983). Cognition, metacognition and epistemic cognition: A three level model of cognitive processing. Human Development, 4, 222-232.
Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41 (4), 212-218.
Krulik, S., & Rudnick, J. (1996). The new sourcebook for teaching reasoning and problem solving in junior and senior high school. Needham Height, Massachusetts: A. Simon & Schuster Company.
Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
Lai, M. L., Tsai M. J., Yang F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking techonology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115.
Landgraf, Kurt M. (2003). Using Assessments and Accountability to Raise Student Achievement. Educational Testing Service.
Larkin, J., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and novice performance in solving physics problems. Science, 208, 1335-1342.
Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19(1), 43-59.
Liang, J. C., & Tsai, C. C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32 (17), 2273-2289.
Liversedge, S. P., & Findlay, J. M. (2000). Saccadic eye movements and cognition. Trends in Cognitive Science, 4(1), 90-115.
Liversedge, S., Gilchrist, I., & Everling, S. (Eds.), (2011). The Oxford handbook of eye movements. NY: Oxford University Press.
Mayer, R. E. (1992). Thinking, problem solving, cognition. Second edition. New York: W. H. Freeman and Company.
Mayer, R. E. (1998). Cognitive, metacognitive and motivational aspects of problem solving. Instructional Science, 26(1-2), 49-63.
Mayer, R.E. & M. C. Wittrock (1996). Problem Solving Transfer. In R. Calfee, R. Berliner (eds.), Handbook of Educational Psychology (pp. 47-62). Macmillan, New York.
Moreno, R., Ozogul, G., Reisslein, M. (2011). Using virtual peers to guide visual attention during learning: a test of the persona hypothesis. Journal of Educational Psychology.103(1):32-47.
Mullins, I.V.S., Martin, M.O., & Sainsbury, M. (2016). PIRLS 2016 reading framework. In I.V.S. Martin & M.O. Martin (Eds.), PIRLS 2016 assessment framework (pp. 11–29). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Perry, W. G. (l 970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
Polya, G. (1973). How to solve it. Princeton, NJ: Princeton University Press.
Rayner, K. (1998). Eyemovements and in reading and information processing: 20 years of research. Psychological Bulletins, 124(3), 372-422.
Rayner, K. (2009). Eyemovements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457-1506.
Schoenfeld A. H. (1992): Learning to Think Mathematically: Problem Solving, Metacognition and Sense Making in Mathematics. In D. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 334-370). New York: Macmillan.
Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
Schommer, M. (1994). Synthesizing epistemoiogicai belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2016). Beliefs about justification for knowing when ethnic-majority and ethnic-minority students read multiple conflicting documents. Educational Psychology: An International Journal of Experimental Educational Psychology, 36, 638-657.
Tai, R. H., Loehr, J. F., & Brigham, F. J. (2006). An exploration of the use of eye-gaze tracking to study problem-solving on standardized science assessment. International Journal of Research & Method in Education, 29(2), 185-208.
The Organization for Economic Cooperation and Development (OECD) (2013). PISA 2015: Draft reading literacy framework. Retrieved February 15, 2017, from http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Reading%20Fra-mework%20.pdf.
Tsai, C.-C., & Liu, S.-Y. (2005). Developing a multi-dimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27, 1621-1638.
Tsai, M. J., Hou, H. T., Lai, M. L., Liu, W. Y., & Yang, F. Y. (2012). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58, 375-385.
van Gompel, R. P. G., Fischer, M. H., Murray, W. S., & Hill, R. L. (2007). Eye-movement research: An overview of current and past developments. In R. P. G. van Gompel, M. H. Fischer, W. S. Murray, & R. L. Hill (Eds.), Eye movements: A window on mind and brain (pp. 1−28). Oxford: Elsevier.
Wade, N.J. (2007). Scanning the seen: vision and the origins of eye-movement research. In R. P. G. van Gompel, M. H. Fischer, W. S. Murray, & R. L. Hill (Eds.), Eye movements: A window on mind and brain (pp. 31−63). Oxford: Elsevier.
Wade, N. J., and Tatler, B. W. (2005). The Moving Tablet of the Eye: The Origins of Modern Eye Movement Research. Oxford: Oxford University Press.
Wakefield, J. F. (1992). Creative thinking: Problem-solving skills and the art orientation. New Jersey: Ablex.
Yang, F. Y. & Tsai, C. C. (2010). Reasoning on the science-related uncertain issues and epistemological perspectives among children. Instructional Science, 4, 325-3254.
Yang, F. Y., & Tsai, C. C. (2012). Personal epistemology and science learning: A review on empirical studies. In K. Tobin, B. Frasier, & C. McRobbie (Eds.), Second International Handbook of Science Education (pp. 259-280). New York, NY: Springer.
Yarbus, A. (1967). Eye movements and vision. New York: Plenum Press.