Eye-tracking Research On Junior High School Students' Chemical Problem Solving Based On Triple Representation

Problem solving ability is one of the core talents in the new century and facing the future.So far,a lot of research has been done.The research mainly from the impact factors of problem-solving thinking,the evaluation of problem-solving ability,teaching content and scenario creation,etc.,provides a lot of meaningful reference for improving problem-solving teaching.But the inherent problems in these studies are that the external factors and results of problem solving are mainly focused on technical means,but few focus on the internal cognition of problem solving.The results show that most of the problems constructed by fragmented external processes and results solve cognitive process,which is different from the actual internal cognitive process of learners,which greatly weakens the effectiveness of relevant teaching strategies.Based on the basic understanding of eye following heart,the use of eye-tracking in recent years provides a new technical basis for real-time exploration of learners' problem solving cognitive process.Based on the characteristics of the subject,the paper selects the key unit "chemical equation" in the breakthrough period of the triple representation cultivation of the primary three chemistry as the carrier to prepare the test questions.The paper pen test,eye tracking,oral report and other research methods are used to analyze the eye movement data from the whole to the local.Then,taking the eye motion video as an example,the frame by frame analysis is analyzed,and the problem solving dynamic is reflected.The paper studies the problem solving eye movement difference of junior high school students with different academic level(gender),deduces the cognitive difference of problem-solving,and analyzes the influence of different types of representation on the cognitive differences of student problem-solving,which provides strong evidence for teachers.The main part of the paper is as follows:The first part is the introduction.This part includes the background and literature review.The ideas and methods of this study are determined by literature review,and the significance of this study is explained in theory and practice.The second part is the research foundation and concept definition.The third part is the knowledge classification of triple representation of junior high school chemistry.This part is related to the division of interest areas in this study,so the development of the previous triple representation definition is combed,and then classified according to junior high school chemistry knowledge.The fourth part,the test questions.Based on the chapter "how to write chemical equation correctly",the prediction questions are compiled according to the curriculum standard,chemistry and the opinions of teachers.In L Junior High School of C City,110 subjects were tested with paper and pen.The data were analyzed by Rasch model to determine the reliability and validity of the test questions and the difficulty.The dry representation types of control questions are different,and 4 medium easy test questions are selected as experimental materials.The fifth part is the experiment process.In this part,30 students were mixed with3(academic level / gender)*3(topic type)factors.Among them,academic level(gender)was an independent variable among groups,including three categories:academic excellence,middle and poor,and gender included male and female.The topic type is an independent variable in the group,including macro,micro and symbolic topics.The dependent variables were the collected eye movement data,oral report and PAAS cognitive load independent evaluation scale.The sixth part,data processing.The depth of processing was characterized by fixation time and the difficulty of fixation was represented by fixation times;Pupil diameter and PAAS cognitive load scale were the main factors,fixation time and fixation times were the auxiliary comprehensive representation of cognitive load.The data is analyzed from whole to local.The seventh part is case study.According to the academic level and gender,the representative cases are selected.The focus of eye movement,track map and oral report were analyzed.The problem solving axis was established by using pupil diameter,time and field of view,and the processing process of the subjects was analyzed.The eighth part,the research summary.According to the representation type,from the complete problem solving data,the representation type does not affect the cognitive differences of the subjects.This study uses eye motion instrument to divide the interest area of the subject based on the external triple representation,and then analyzes the following conclusions: 1.the dry question is the starting point of the transformation of triple representation,the depth of transformation from macro representation is the deepest,the most difficult,and the low starting point is the symbol and micro.In the daily teaching and learning process,teachers and students attach importance to symbols and micro representations,and ignore macro representation.2.in the options,the processing depth,difficulty and cognitive load of symbolic representation are significantly higher than macro representation.The cognitive load obtained from eye movement data is consistent with that of independent cognition,and the difficulty of macro,micro and symbol is increasing in turn.According to the academic level,conclusions are : 1.among the beginners of chemistry,the students in middle school have shallow information processing depth,low difficulty and low cognitive load,and they have mastered basic knowledge and active thinking.The processing depth and difficulty of the students with learning difficulties are in the middle level.2.the cognitive load of eye movement data is the highest among the students who are excellent in learning and the lowest in middle school;However,the self cognition load of the students with learning disabilities is the highest,and the students with excellent learning are the lowest,which is not consistent.It shows that even if the subject of self-consciousness is simple,the students will pay more attention to processing and pursue success.3.the students will make full use of various information,and the completed options will be reused by the students,and the cognitive load will decrease significantly.The students in middle school have weak ability of comprehensive utilization of information,and only in the fixed option area and the interest area of the problem stem.The students with learning difficulties have medium ability of comprehensive utilization of information,but their basic knowledge and concept are lack of which can not be processed smoothly.According to gender,traditional problem solving research is not easy to explore the significant differences between genders.The following conclusions are drawn in this study.1.in the process of complete problem solving,the cognitive load of female students obtained from eye movement data is significantly higher than that of boys.2.in the area of interest in options,girls have the same mastery of three different representations.Boys have great difficulty and depth in the transformation of symbolic topics,which is significantly different from the micro topic.According to experience,symbol knowledge needs a lot of memory in the early stage,and the micro information in the test questions can be used for reasoning.Boys prefer reasoning rather than memory.According to the above conclusion,the corresponding teaching suggestions are put forward.According to the above conclusions,the corresponding teaching suggestions are put forward.