科學教育專題研究:眼動研究
Special Topics in Science Education: Eye-movement Research
| 節 | 週二 |
|---|---|
5 13:20–14:10 | 科學教育專題研究:眼動研究 HA217 |
* 根據陽明交大上課時間表所列
(一)從文獻中發展出具有開創性潛力的眼動與科學教育研究結合議題 (二)閱讀文獻、綜合整理發展出新的理論架構的能力。 (三)發展設計Eye-tracking科學概念認知歷程實驗的能力。 (四)發展執行研究、收集資料、分析質與量資料的能力。 (五)發展出詮釋資料結果的能力。
具備認知神經科學與科學教育基礎知識
課堂出席和參與 15% 課堂討論 15% 口頭報告 20% 研究計畫proposal 20% 期末報告 30%
| 週次 | 主題 |
|---|---|
| 第 1 週 | 課程介紹 |
| 第 2 週 | 被動視覺與主動視覺 |
| 第 3 週 | 主動視覺的背景介紹 |
| 第 4 週 | 視覺選擇、內隱注意和眼動(一) |
| 第 5 週 | 視覺選擇、內隱注意和眼動(二) |
| 第 6 週 | 視覺定向(一) |
| 第 7 週 | 校際活動週停課一次 |
| 第 8 週 | 期中考週 |
| 第 9 週 | 視覺定向(二) |
| 第 10 週 | 視覺定向(三) |
| 第 11 週 | 眼動指標介紹 |
| 第 12 週 | 眼動在科學教育上的研究(一) |
| 第 13 週 | 眼動在科學教育上的研究(二) |
| 第 14 週 | 眼動在科學教育上的研究(三) |
| 第 15 週 | 眼動在科學教育上的研究(四) |
| 第 16 週 | 期末考週 |
| 第 17 週 | 彈性補充課程 |
| 第 18 週 | 彈性補充課程 |
1.Chen, S. C., Hsiao, M. S., & She, H. C. (2015). The effects of static versus dynamic 3D representations on 10th grade students’ atomic orbital mental model construction: Evidence from eye movement behaviors. Computers in Human Behavior, 53, 169-180. 2.Chen, S. C., She, H. C., Chuang, M. H., Wu, J. Y., Tsai, J. L., & Jung, T.P. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72. 3.Chen, S. C., & She, H. C. (2020). Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders’ Learning Outcome and Eye Movements: a Preliminary Study. Journal of Science Education and Technology, 29, 547–560. 4.Cook, M., Carter, G., & Wiebe, E. N. (2008). The interpretation of cellular transport graphics by students with low and high prior knowledge. International Journal of Science Education, 30(2), 239-261. 5.Findlay, J. M. & Gilchrist, I. D. (2003). Active Vision: The Psychology of Looking and Seeing. Oxford University Press. 6.Lee, W. K., & Wu, C. J. (2018). Eye Movements in Integrating Geometric Text and Figure: Scanpaths and Given-New Effects. International Journal of Science and Mathematics Education, 16(4), 699-714. 7.Mason, L., Tornatora, M. C., & Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers & Education, 60, 95-109. 8.Radach, R., & Kennedy, A. (2004). Theoretical perspectives on eye movements in reading: Past controversies, current issues, and an agenda for future research. European Journal of Cognitive Psychology, 16(1-2), 3-26. 9.Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3), 372-422. 10.She, H. C., & Chen, Y. Z. (2009). The impact of multimedia effect on science learning: Evidence from eye movements. Computers & Education, 53, 1297-1307. 11.Tsai, M. J., Hou, H. T., Lai, M. L., Liu, W. Y., & Yang, F. Y. (2012). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58(1), 375-385. 12.Yang, F. Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective—an eye movement analysis. Journal of Research in Science Teaching, 54(10), 1347-1372.