내삽·외삽 관련 과학그래프 과제 해결과정에서 나타나는 초등학생의 시선이동 분석

An analysis of elementary school students eye movement in solving science task of graph about interpolation and extrapolation

The purpose of this study is to analyze the characteristics of eye movement in elementary school students that appear in the process for problem solving related to interpolation and extrapolation science graph. Eye tracker was used to collect data on eye movement of students. Based on the content related to linear graphs that are dealt with in the science subject of elementary school, two questions on interpolation and one question on extrapolation were developed to fit eye tracking and used in this study. Twenty‐seven fourth grade students who had given prior consent and who had no constraints in eye tracking participated in the study. Using the eye tracking data and post interview, the students were divided into Type I (those who gave a correct answer) and Type II (those who gave a wrong answer) to analyze the eye movement characteristics in the problemsolving process. To analyze the eye movement characteristics depending on whether they got the correct answer or not. the statistics of a fixation count and fixation duration were compared and analyzed. Using the Gaze‐plot and heat map data, categorization was carried out. The result showed that there was a statistically significant difference in the number of fixation count and fixation duration where no data were given on the linear graph, depending on whether the problem on interpolation was solved. That is, students who solved the problem thought of the broken part in the graph or the part that one needs to imagine the extension of as important parts and gave more thought on them. Students who were not able to solve interpolation problems mostly considered only one end of the broken linear graph, and there were also students who lacked basic understanding of graphs. Students who did not solve the problem on extrapolation mostly did not consider at all the parts on the graph that did not appear and tried to solve the problem by only using mathematical calculation. This study sets itself apart from existing studies on the understanding of graphs given that it tracks the students’ gaze during the problem‐solving process on graphs related to interpolation and extrapolation. The study is expected to provide insight into instruction methods related to the understanding of science graphs by elementary school students.