Cognition Revealed by Eye Movements in Physics ProblemSolving Betsy Olson REU Final Presentation July 27 2012 Motivation Theory Experimental Setup Results Work to Come Limitations Discussion Acknowledgments ID: 764314
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Cognition Revealed by Eye Movements in Physics Problem-Solving Betsy OlsonREU Final PresentationJuly 27, 2012
MotivationTheoryExperimental SetupResults / Work to ComeLimitations DiscussionAcknowledgmentsOutline
PER:Knowledge of student cognitionStudents:Breadth of understanding Problem-solving toolsMotivation
Johnson-Laird conceptual framework (1983)Mental modelMental image Propositional representationContext:Problem-solvingExternal representation: graphEye tracking:May give insight into cognition Theory
Mirametrix S2 Eye-trackerCardwell 18-A Physics 1 and Physics 2 students Graduate studentsSame 10 problems – randomized orderExperimental Setup
The motion of a vehicle along a straight horizontal path is shown by the graphs below. Determine the position of the vehicle at 10 seconds . t (s) 10 20 x f x ( t ) ( m) (0,0) (0,0) 40 t (s) v ( t ) (m/s) 10
Very specific context – one task typeMultiple valid strategiesStudents are thrifty when using cognition A good thingNote:
The motion of a vehicle along a straight horizontal path is shown by the graphs below. Determine the position of the vehicle at 10 seconds . t (s) 10 20 x f x ( t ) ( m) (0,0) (0,0) 40 t (s) v ( t ) (m/s) 10
From Bashirah’s previous work:Each solution strategy corresponds to a type of cognitionCorrespond to level of understanding? Not necessarily. Can we tell a difference in students’ eye movements when they solve problems using various types of cognition?
Hypothesis: solvers using graph + equation method Hypothesis: solvers using equation method
Hypothesis : solvers using equation + graph method often look from graph to graph Hypothesis : solvers using equation method view each graph in isolation from the other
Results / Work to Come compare compare
Eye tracker problemsGraph scale incorrectly defined by origin (0,0) Limitations
Each solution is goodIncrease student’s toolboxIncrease student confidence Many students not confident, though capableFuture questions:What else can we learn about student cognition?Possible graphical manipulations to help students?Discussion
NSFKansas State UniversitySanjay Rebello, Bashirah Ibrahim, Adrian Madsen, Amy RouinfarLarry Weaver and Kristan CorwinFellow REU students – thanks for your help! Acknowledgments