Use of a semiotic-cultural perspective for identifying patterns in students’ drawings about seasonal changes

Testa, Italo; Picione, Raffaele De Luca; Galano, Silvia

doi:10.1080/09500693.2022.2158050

Cited by 2 publications

(1 citation statement)

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“…이 연구에서는 고정(fixation)을 정보 해석을 위한 인지 과정으로 파악하고 더 많은, 더 긴 시간의 고정이 보이는 경우를 복잡한 인지 과정이 일어났다고 보았다. 이는 고정(fixation)이 중요하다고 생각하거나 관심 있는 경우에 보여 진다는 사전연구[27], 고정 횟수가 많다는 것은 중요하거나 어려운 정보라는 사전연구[28], 고정 기간이 길다는 것은 인지 처리시간이 오래 걸리는 것으로 학습의 어려움을 뜻한다는 사전연구[21][29]에 근거한다.2.4.2 사전•사후 검사지 분석학생들이 계절의 변화에 관해 그린 그림을 분석한 SCPT 기반 24개의 코딩 체계[30]를 기반으로 평가 요소를 [표 4]와…”

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Eye Tracking Study on Illustration Involving Earth Observer In Seasonal Change Learning of Elementary School Pre-Service Teachers

Choi,

Lim

2024

APJCRI

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This study aimed to track the gaze of elementary school pre-service teachers on illustrations, including earth observers, in learning seasonal changes. For the study, learners' gaze behavior was analyzed using an eye tracker, and pre-and post-tests were conducted to find out the understanding of learning. The study participants were 12 students majoring in elementary education at the Korea National University of Education who voluntarily expressed their intention to participate (control group = 6, experimental group = 6). Gaze behavior data were analyzed by heat map analysis ② Fixation Duration statistical analysis ③ Number of Fixation statistical analysis, and pre-and post-tests were analyzed by independent sample t-test. The results of this study were as follows. First, in the seasonal change learning of elementary school pre-service teachers, illustrations including earth observers showed different gaze behaviors than illustrations that did not include them. Specifically, the experimental group had shorter fixation Duration of sentences 2-1 and 3 than the control group, fewer Number of Fixations, longer fixation Duration of the external perspective + earth observer area and the entire illustration area, and there was a statistically significant difference in the above contents. In other words, it can be seen that illustrations containing earth observers increased visual attention to the entire illustration and external perspective + earth observer area and lowered visual attention to texts such as Sentence 2-1 and Sentence 3. Second, when analyzing the pre-and post-test papers, it was confirmed through this study that illustrations that included earth observers in the seasonal change learning of preprimary teachers did not significantly affect their understanding of learning. Still, there were pre-primary and elementary teachers with alternative concepts, and through the tasks presented, the alternative concept changed into a scientific concept.

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