Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Processes in Reading about 'Science Stories' in 6th Grade Science Textbook Using Eye-tracking

안구운동 추적 기법을 활용한 6학년 과학 교과서의 과학 이야기 읽기 과정 분석

  • Received : 2015.04.07
  • Accepted : 2015.04.13
  • Published : 2015.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

이 연구는 안구운동 추적기법을 활용하여 6학년 초등 과학 교과서 '과학 이야기'를 읽을 때 학생들의 읽기 과정을 분석하였다. 이 연구에 사용된 과제는 2009 개정교육과정 6학년 1학기 과학 실험본 교과서에 수록된 3개의 '과학 이야기' 글이고, 연구 대상은 서울 G 초등학교 6학년 학생 22명이었다. 참가자들은 중간 글 - 긴 글 - 짧은 글 순서로 3개의 글을 읽고, 각 글에 대한 이해도를 평가하는 9개의 문제를 풀었다. 이해도 결과 및 성취도 결과를 바탕으로 참가자들을 상위 집단, 중위 집단, 하위 집단의 3개의 그룹으로 나누었다. 연구결과, 상위 집단과 하위 집단의 안구운동 특성은 다음과 같은 차이를 보였다. 고정 수는 상위 집단이 하위집단보다 높았으며, 고정시간은 상위 집단이 하위집단보다 낮았다. 회귀 수는 상위집단이 하위집단보다 높았으며, 회귀시간은 상위집단이 하위집단보다 낮았다. 문장별 고정 수 및 평균 고정 시간 분석 결과, 상위집단이 전체 글의 주제나 주요 원리를 담고 있는 핵심 문장(key sentence)을 더 오래 살펴보았음을 알 수 있었다. 시선 흐름 및 사후 면담 분석 결과, 상위 집단은 문장 간 회귀가 많았으며 글의 핵심이 되는 부분이 어디인지 알고 그 곳에 특히 주의를 기울였다. 반면 하위 집단은 대부분 회귀 없이 순차적으로만 글을 읽었고, 일부 학생은 정상적인 범위를 벗어난 도약을 보이기도 하였다. 또한 학생들의 문제 풀이 방식에서도 집단 간 차이를 찾을 수 있었다. 이상을 종합하면 고정과 회귀가 많고 평균 고정 시간이 짧은 읽기방식이 과학 이야기 이해도와 관련이 있으며, 문장 간의 빈번한 회귀, 충분한 핵심 탐색 과정, 효율적인 주의 배분, 글에 대한 높은 이해력, 집중력을 보이는 학생이 과학이야기 이해도가 높았다. 교과서에 사용된 단어나 문장 또한 과학이야기 이해도에 영향을 미치고 있음을 알 수 있었다. 이 연구는 기존의 과학 읽기 연구들과 비교하여 초등학생의 과학 읽기에서 어떠한 경향이 나타나는지 탐구하였고, 이 연구의 결과를 활용하여 과학 읽기에 어려움이 있는 학생을 위한 프로그램이 필요함을 제안하였다.

Keywords

References

  1. Ariasi, N., & Mason, L. (2011). Uncovering the effect of text structure in learning from a science text: An eye-tracking study. Instructional Science, 39(5), 581-601. https://doi.org/10.1007/s11251-010-9142-5
  2. Choi, H., Shin, W., & Shin, D.(2012). Differences in Eye Movement Pattern during the Classification between the Gifted and General Students in Elementary Schools. Journal of the Korean Society of Elementary Science Education, 31(4), 501-512.
  3. Choi, H., Shin, W., & Shin, D.(2014). The Comparison of Eye Movement in Measuring Tasks between the Underachievers and the Overachievers. Journal of the Korean Society of Elementary Science Education, 33(1), 181-194. https://doi.org/10.15267/keses.2014.33.1.181
  4. Choi, K.(2007). Individual Differences in Reading Comprehension Processes : Cognitive Task Perfomances & Eye-Movement Patterns. Graduate School of Ajou University.
  5. Choi, S.(2012). A Study on the Introduction of the Dyslexia Research Using Eye Movement Tracking Techniques in Korean. The Korean Journal of Learning Disabilities, 9(1), 121-136.
  6. DeBoer, G. E. (1991). A History of Ideas in Science Education: Implications for Practice. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
  7. Eden, G. F., Stein, J. F., Wood, H. M., & Wood, F. B. (1994). Differences in eye movement and reading problems in dyslexic and normal children. Vision Research, 34(10), 1345-1358. https://doi.org/10.1016/0042-6989(94)90209-7
  8. Eger, N., Ball, L. J., Stevens, R., & Dodd, J. (2007). Cueing retrospective verbal reports in usability testing through eye-movement replay. In Proceedings of the 21st British HCI Group Annual Conference on People and Computers. Volume 1, 129-137. British Computer Society.
  9. Holmqvist, K., Nystrom, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. Oxford University Press.
  10. Just, M. A., & Carpenter, P. A. (1980). A theory of reading: from eye fixations to comprehension. Psychological review, 87(4), 329. https://doi.org/10.1037/0033-295X.87.4.329
  11. Ka, K.(2003). Variables that Influences the Processes of Reading Comprehension. Journal of Korea Reading Association, (9), 1-32.
  12. Kang, S., & Koh, H. (2014). An Analysis on the Readability of the Texts in Elementary School Science Textbooks in Terms of Word and Sentence Units. Journal of the Korean Society of Elementary Science Education, 33(3).549-557 https://doi.org/10.15267/keses.2014.33.3.549
  13. Kang, S., & Park, S.(2009). Comparison of the readabilities of science and social studies textbooks. Journal of Society of international gifted in science, 3(1), 55-65.
  14. Koh, S., & Yoon, N.(2007). The characteristics of eye-movement in Korean sentence reading: cluster length, word frequency, and landing position effects. Korean Journal of Cognitive Science, 18(4), 325-350. https://doi.org/10.19066/cogsci.2007.18.4.001
  15. Koh, S., Yoon, S., Min, C., Choi, K., Ko, S., & Hwang, M.(2010). The characteristics of eye-movement during children read Korean texts. Korean Journal of Cognitive Science, 21(4), 481-503. https://doi.org/10.19066/cogsci.2010.21.4.003
  16. Kuperman, V., & Julie A., V., Dyke. (2011). Effects of individual differences in verbal skills on eye-movement patterns during sentence reading. Journal of Memory and Language, 65(1), 42-73. https://doi.org/10.1016/j.jml.2011.03.002
  17. Lee, Y., & Kwon, N.(2012). The Effect of Information Status of Noun Phrase on Korean Sentence Reading: An Eye-tracking Study. Journal of Korean Psychology Association, 24(2), 149-166.
  18. Martin, R. E., Sexton, C. M., & Gerlovich, J. A. (1994). Teaching science for all children (p. 193). Needham Heights, MA: Allyn and Bacon.
  19. Olson, R. K., Kliegl, R., Davidson, B. J., & Foltz, G. (1985). Individual and developmental differences in reading disability. Reading research: Advances in theory and practice, 4, 1-64.
  20. Park, J.(2010). Analysis of Processes in Students' Scientific Understanding Through Reading Scientific Texts -Focused on Literature Review-. Journal of the Korean Association for Science Education, 30(1), 27-41.
  21. Park, Y.(2012). Study on the reading process characteristics of the students with reading difficulty based on eye movement. Korean Education, 139, 335-362.
  22. Park, Y.(2013). An Analysis of Korean Textbook Reading Patterns in Achievement Levels Based on Eye-tracking and Retrospective Think-aloud Methods. Journal of Cheongram Korean Language Education, 48, 155-190.
  23. Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3), 372. https://doi.org/10.1037/0033-2909.124.3.372
  24. Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The quarterly journal of experimental psychology, 62(8), 1457-1506. https://doi.org/10.1080/17470210902816461
  25. Rayner, K., Ashby, J., Pollatsek, A., & Reichle, E. D. (2004). The effects of frequency and predictability on eye fixations in reading: implications for the EZ Reader model. Journal of Experimental Psychology: Human Perception and Performance, 30(4), 720. https://doi.org/10.1037/0096-1523.30.4.720
  26. SensoMotoric Instruments. (2011a). Iview $X^{TM}$ manual
  27. SensoMotoric Instruments. (2011b). Experiment center manual version 3.1.
  28. SensoMotoric Instruments. (2011c). BeGaze manual 2.1.
  29. Shin, M., & Kim, J. (2014). Exploring Changes in Elementary Science Class Using Student-Oriented Group Inquiry with Science Writing. Journal of the Korean Earth Science Society, 35(2), 147-158. https://doi.org/10.5467/JKESS.2014.35.2.147
  30. Shin, W., & Shin, D. (2013). Development of the Heuristic Attention Model Based on Analysis of Eye Movement of Elementary School Students on Discrimination task. Journal of the Korean Association for Science Education, 33(7), 1471-1485. https://doi.org/10.14697/jkase.2013.33.7.1471
  31. Son, J., & Kim, J. (2011). The Development of materials and the Effects to Improve Understanding of Science Reading Materials for Elementary Students. Journal of the Korean Society of Earth Science Education, 4(3), 205-217.
  32. Wellington, J., & Osborne, J. (2001). Language and literacy in science education. McGraw-Hill International.
  33. Yoon, N., & Koh, S.(2009). Eye-movements in reading easy and difficult texts. Journal of Korean Journal of Cognitive Science, 20(3), 291-307 https://doi.org/10.19066/cogsci.2009.20.3.003
  34. Yoon, S., Kang, W., Ahn, J., & Koh, S.(2010). The Frequency and Length Effect on eye fixation in Korean reading. Journal of Korean Society for cognitive & Biological Psychology, 22(2), 215-232

Cited by

  1. A Review of Eye-tracking Method in Elementary Science Education Research vol.35, pp.3, 2016, https://doi.org/10.15267/keses.2016.35.3.288
  2. Analysis of Processes in Understanding about Illustrated Science Text forHigh Science Achievers and Low Science Achievers with Types of Biological Knowledge vol.44, pp.1, 2015, https://doi.org/10.15717/bioedu.2016.44.1.155
  3. The Effectiveness of the Rereading Learning Method for Understanding the Biological Concept of Elementary Students by Utilizing Eye Movement Tracking Techniques vol.44, pp.2, 2015, https://doi.org/10.15717/bioedu.2016.44.2.238
  4. 과학적 가설 생성 유형에 따른 초등학생의 동공크기 변화 분석 vol.37, pp.3, 2015, https://doi.org/10.14697/jkase.2017.37.3.483
  5. An Analysis of Elementary School Students’ Problem Solving Processes Related to Spatial Sense Using an Eye-Tracking Method vol.28, pp.3, 2015, https://doi.org/10.29275/jerm.2018.08.28.3.283
  6. 수학영재 학생들의 분석적 증명 학습 효과 검증을 위한 시선추적기의 활용 vol.32, pp.3, 2018, https://doi.org/10.7468/jksmee.2018.32.3.275
  7. A Comparative Study on the Learning Time and Learning Order of Bookbook-type Textbooks and Digital Textbooks Using Eye Tracking vol.20, pp.12, 2019, https://doi.org/10.9728/dcs.2019.20.12.2383