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dc.contributor.authorKlein, P.
dc.contributor.authorViiri, Jouni
dc.contributor.authorMozaffari, S.
dc.contributor.authorDengel, A.
dc.contributor.authorKuhn, J.
dc.date.accessioned2018-04-10T11:18:12Z
dc.date.available2018-04-10T11:18:12Z
dc.date.issued2018
dc.identifier.citationKlein, P., Viiri, J., Mozaffari, S., Dengel, A., & Kuhn, J. (2018). Instruction-based clinical eye-tracking study on the visual interpretation of divergence : how do students look at vector field plots?. <em>Physical Review Physics Education Research</em>, 14 (1), 010116. <a href="https://doi.org/10.1103/physrevphyseducres.14.010116">doi:10.1103/physrevphyseducres.14.010116</a>
dc.identifier.otherTUTKAID_77227
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/57534
dc.description.abstractRelating mathematical concepts to graphical representations is a challenging task for students. In this paper, we introduce two visual strategies to qualitatively interpret the divergence of graphical vector field representations. One strategy is based on the graphical interpretation of partial derivatives, while the other is based on the flux concept. We test the effectiveness of both strategies in an instruction-based eye-tracking study with N = 41 physics majors. We found that students’ performance improved when both strategies were introduced (74% correct) instead of only one strategy (64% correct), and students performed best when they were free to choose between the two strategies (88% correct). This finding supports the idea of introducing multiple representations of a physical concept to foster student understanding. Relevant eye-tracking measures demonstrate that both strategies imply different visual processing of the vector field plots, therefore reflecting conceptual differences between the strategies. Advanced analysis methods further reveal significant differences in eye movements between the best and worst performing students. For instance, the best students performed predominantly horizontal and vertical saccades, indicating correct interpretation of partial derivatives. They also focused on smaller regions when they balanced positive and negative flux. This mixed-method research leads to new insights into student visual processing of vector field representations, highlights the advantages and limitations of eye-tracking methodologies in this context, and discusses implications for teaching and for future research. The introduction of saccadic direction analysis expands traditional methods, and shows the potential to discover new insights into student understanding and learning difficulties.
dc.language.isoeng
dc.publisherAmerican Physical Society
dc.relation.ispartofseriesPhysical Review Physics Education Research
dc.relation.urihttps://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.14.010116
dc.subject.otherassessment
dc.subject.otherconcepts
dc.subject.otherprinciples
dc.subject.otherresearch methodology
dc.titleInstruction-based clinical eye-tracking study on the visual interpretation of divergence : how do students look at vector field plots?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201803291878
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatemaattis-luonnontieteelliset aineet
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-03-29T12:15:10Z
dc.description.reviewstatuspeerReviewed
dc.relation.issn2469-9896
dc.relation.volume14
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors, 2018. Published by the American Physical Society. This is an open access article distributed under the terms of the Creative Commons License.
dc.rights.accesslevelopenAccessfi
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1103/physrevphyseducres.14.010116


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© the Authors, 2018. Published by the American Physical Society. This is an open access article distributed under the terms of the Creative Commons License.
Except where otherwise noted, this item's license is described as © the Authors, 2018. Published by the American Physical Society. This is an open access article distributed under the terms of the Creative Commons License.