A Differential Study On Inferential Problem Solving By Pre-service Chemistry Teachers Based On Eye Movement Tracking

With the deepening of China’s curriculum reform,China has put forward new requirements for the training and construction of normal university students.Normal university students will stand on the teaching post in the future,so we should focus on training them.For chemistry,it is necessary to pay attention to the learning and training of pre-service chemistry teachers.Problem-solving ability is an essential ability for teachers’ professional development,and pre-service chemistry teachers are in the beginning stage of professional teachers,so it is very important to improve their corresponding problem-solving ability.This study by combing the domestic and foreign research achievements of chemistry problem solving,found the research method and research object can be more rich,so the use of eye movement experiment method and oral report method’s advantage complementary,combining the two,more comprehensive,scientific,objective understanding of the,different chemical pre-service teachers’ educational level differences in the problem solving process,It provides reference basis for training and improving the problem solving ability of pre-service chemistry teachers and corresponding teaching.The author of this study is divided into 6 parts:The first part: elucidates the research background,the existing research results at home and abroad,the significance of the research,the design idea of the research.The second part introduces the research basis of this study,on the one hand is the theoretical basis,on the other hand is the concept definition,that is,problem solving and pre-service teachers.The third part,the compilation of test questions.This part introduces the preparation process of eye movement experimental materials.The first is the screening and adaptation of test questions.Chemical experts are invited to evaluate the test questions to ensure the content validity.And then to C City of a normal university chemistry free senior students for the initial test.The quality of recovered data was checked and optimized by Winsteps software of Rasch model.Finally,8 experimental materials were determined,including four types: plain text,text + fragments of the periodic table,text + coordinate axis,and text + diagram.Each type should have two kinds of difficulty: simple and complex.The fourth part: design of eye movement experiment.In this study,two eye movement experiments were conducted on 30 subjects.Experiment 1 investigated the differences of chemical pre-service teachers with different academic levels in solving different types of element inference questions.This part adopts a mixed experiment of 3(academic level)*4(test type)two factors.Experiment 2 examined pre-service chemistry teachers with different academic levels.Solve the differences in inferential questions of different difficulty elements.This part adopts a mixed experiment of 3(academic level)*2(difficulty of the test questions)two factors.After the end of the eye movement experiment,the participants were given a retrospective oral report on their answers,and the Paa S self-evaluation scale was filled in.The fifth part: experimental data collation and analysis.SPSS 26.0 was used to analyze the answer scores,eye movement data and scores of PAAS independent evaluation scale of pre-service chemistry teachers with different academic levels and gendas.Combined with eye movement track chart,eye movement heat map and oral report,differences in the problem-solving process of pre-service chemistry teachers were summarized.The sixth part is the research summary.Research conclusions: Based on the eye movement experiment of problem solving for pre-service chemistry teachers with different academic levels,the following research conclusions are drawn.Conclusion 1: In terms of the two kinds of elemental inference questions of difficulty,the pre-service chemistry teachers who are excellent in learning,intermediate in learning and poor in learning are successively weakened in terms of question examination ability,problem solving efficiency and information processing ability.Conclusion two: On the elements of the four types concluded that question,for the same test questions difficulty,chemical pre-service teachers of three groups of academic level,solve the text + segments of the periodic table type of problem solving efficiency,the topic and the information processing ability is higher than higher than the other three types,pure text,text + axis,text + diagram efficiency of three types of problem solving,find the key information of speed,the speed of information processing decreases in turn.Conclusion 3: pre-service teachers have the strongest reading ability,understanding ability,conversion ability and reasoning ability.The pre-service chemistry teachers have strong reading ability,comprehension ability,conversion ability and reasoning ability,which are weaker than those who are excellent.Conclusion 4:gender has no significant effect on problem solving,but the cognitive load of female students is slightly higher than that of male students.Finally,on the basis of the research conclusions and combined with the existing research,the research enlightenment,relevant suggestions and prospects are put forward.