In science education, it is vital for teachers to consider students’ academic and emotional needs. Teachers’ prediction of students’ learning states has been commonly regarded as an indicator to measure that competence to understand students. This study aimed to explore the outcome and the process of prediction to reflect teachers’ pedagogical content knowledge. The study was to detect the differences in preservice teachers’ eye movement behaviors with eye-tracking technology between the prediction group and nonprediction group. The prediction group predicted the option students will most likely choose for a given question, while the nonprediction group solved the problems on their own. The result showed that preservice teachers in the prediction group were more considerate of students’ ideas and review the information among different areas of interest when they were required to detect the problem from the perspective of students. In the prediction group, preservice teachers with positive prediction focused more on the correct option repeatedly, while those with negative prediction tended to inspect carefully within each incorrect option. In addition, successful and unsuccessful problem solvers in the nonprediction group responded to problems in a different manner, in which successful problem solvers paid more attention to inspecting information from options, including both correct option and incorrect options.
Detecting preservice teachers’ visual attention under prediction and nonprediction conditions with eye-tracking technology
School of Physics and Telecommunication Engineering/NEWS 2022-05-23 09:51:27 From：School of Physics and Telecommunication Engineering Hits： Favorite
Open Access
Detecting preservice teachers’ visual attention under prediction and nonprediction conditions with eye-tracking technology
Qiuye Li, Shaorui Xu, Yilin Chen, Chuting Lu, and Shaona Zhou
Phys. Rev. Phys. Educ. Res. 18, 010134 – Published 27 April 2022
ABSTRACT
Received 4 June 2021
Accepted 23 February 2022
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.010134
Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. Published by the American Physical Society
AUTHORS & AFFILIATIONS
Qiuye Li1, Shaorui Xu2, Yilin Chen3, Chuting Lu1, and Shaona Zhou1,*
1Guangdong Provincial Key Laboratory of Quantum Engineering and Quantum Materials, National Demonstration Center for Experimental Physics Education, School of Physics and Telecommunication Engineering, South China Normal University, Guangzhou 510006, People’s Republic of China
2School of Electronics and Communication, Guangdong Mechanical and Electrical Polytechnic, Guangzhou, Guangdong 510550, People’s Republic of China
3Jiexi Xian A Po middle school, Jieyang, Guangdong 515499, People’s Republic of China
*To whom correspondence should be addressed. zhou.shaona@m.scnu.edu.cn
