This study is to investigate how do elementary students' eye movements appear in cognitive process that they perceive science learning materials depending on motivation system of science learning. For this study we had a random sampling of 301, 6th grade students. And we had selected 32 students through the three tests for the final; motivation system test of science learning, a learning styles test, an Edinburgh inventory for handedness test. We were analysis the cognitive process during learning tasks for the selected student using eye-tracking equipment. The results of the research are as follows: First, when students see a science learning material, we found out that SL-BAS group that has tendency searched various areas than SL-BIS group in learning task. Second, results confirmed through the data of integrational count that students looked alternately texts, images and graphs in the learning material, SL-BIS group were more than SL-BAS group on integrated count, but they had a simple and insignificant eye movement. Especially SL-BAS students showed that integrated eye movement between texts, images and graphs in the learning material, and they explored important areas of the graph compared with SL-BIS group that there was no eye movement in graph. These results may be utilized as a useful resource for designing students' learning.

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Abstract. The purpose of this study is to investigate the eye movement of students during reading contents related to the earth system part in their science textbook. Student, grade 6, 34 was selected by tests checking motivation system about science learning and patterns of behavior from among 301, was sorted according to motivation system about science learning. And their learning behavior pattern was analyzed. The results of this study show that students who are sensitive to SL-BIS(Behavioral Inhibition System about Science Learning) need more time to read the text than students who are sensitive to SL-BAS(Behavioral Activation System about Science Learning). Also, SL-BAS students spent more time to watching the illustration than SL-BIS students.