Cognitive Differences In Chemistry Problem Solving Of High School Students Based On Eye Tracking

In the context of the new era,education reforms which focus on key competence have been proposed at home and abroad,and the problem-solving ability has become one of the key competence.At the same time,the Senior High School Chemistry Curriculum Standard(2017 edition)clearly pointed out that the students should have the ability to discover and solve problems.So the cultivation of problem-solving ability occupies an important position in the process of developing the key competence of students' chemistry disciplines.Therefore,it is necessary to carry out relevant research on chemistry problem solving.By analysing the research methods about existing literature,and based on the disadvantages of oral reporting method,such as it is susceptible to external interference and the lack of objective quantitative data factors.Eye tracking technology which is the new perspective was used in this research to study the differences of information processing,cognitive load and attention distribution in chemistry problem-solving cognitive process,which broadens the research to the quantitative field.Besides,Combined with the oral report,the differences were analyzed.The thesis mainly includes the following parts:The first part is the introduction.The research background was introduced,the psychological mechanism of chemical problem-solving,differences and eye movement research at home and abroad were combed,which determines the starting point of this research.And base on this,research was designed,and then the theoretical and practical significance were to elaborate.The second part is the theoretical basis and concept definition.Firstly,the theoretical basis of this study,such as the problem-solving psychological mechanism,information processing theory,cognitive load theory and eye tracking technology were described.Then,base on the literature review,the related concepts of this study,namely,problem solving,chemical problem solving and cognitive differences were defined clearly.The third part is about the compilation of test questions.The knowledge points of redox reaction were combed according to Senior High School Chemistry Curriculum Standard(2017 edition)and the compulsory I of the high school chemistry textbook of the people's Education Edition,and then the test questions were selected and adapted based on these.Then,one middle school chemistry teaching researcher and two expert high school chemistry teachers are invited to carry out the test questions evaluation to ensure the validity of the content.In addition,the test was distributed to the students from two classes on the first grade in the S Middle School of C City.And the recovered data were tested and optimized by the winsteps software of Rasch model.Finally,according to the difficulty of the test questions and the consistency of the knowledge points,six test materials were determined.The fourth part is eye tracking experiment design.Eye tracking technology was used to carry out a 3*3 two factor mixed experiment on 12 students in the first grade of S middle school in city C.The academic(gender)level was an independent variable among groups,the academic level includes three groups of excellent students,middle school students and poor students;and the gender level includes two groups of male and female.The academic level is 4 persons in each category,including 2 boys and 2 girls.The difficulty of the test was an independent variable within the group,including simple,medium and complex problems.The dependent variable was an eye movement experiment Data.after the experiment,the retrospective oral report and PAAS selfassessment scale were completed.The fifth part is the data arrangement and analysis.Six parts such as the whole eye movement index,the eye movement index of the interest area,the eye movement hot spot map,the eye movement trace map,the oral report and the PAAS score were analyzed from the academic level and gender level two angle.The differences of information processing were analyzed by total testing time,total fixation time,number of fixations,eye movement trace map and oral report;the differences of cognitive load were analyzed by total fixation time,number of fixations,pupil diameter and PAAS score;the differences of attention distribution were analyzed by percentage of fixation time in question stem and option interest area and eye movement hot spot map.The sixth part is research summary.Research conclusion.For three kinds of redox reaction test questions with different difficulty,(1)premium students can grasp the key information,and the information processing speed is fast,the depth is shallow,and the difficulty is small.The combination strategy of forward processing and reverse elimination can be used,Checking and reflecting can be ran;the cognitive load is low;and the attention distribution can be well combined with the stems and options.(2)Medium students can grasp the key information,but the information processing speed is slow,the depth is deep,and the difficulty is great.The forward processing strategy can be adapted;Checking and reflecting can't be ran,but they have the self-monitoring consciousness;the cognitive load is high;and the attention is paid more to the problem stem.(3)Students with learning difficulties can recognize key information,but information processing is ineffective,and they are easy to give up;cognitive load is high,but cognitive load on complex issues is small;and the attention is paid more to the problem options.(4)Boys' cognitive load is low;and the attention is paid more to the problem options.(5)Girls' cognitive load is high,and the attention is paid more to the problem stems.(6)For students of the same academic level and gender,with the increase of problem difficulty,the information processing speed becomes slower,the depth becomes deeper and the difficulty becomes larger,and they tend to adopt the reverse elimination strategy;the cognitive load becomes higher;the same academic level students and girls' attention is paid more to the problem options,boys' attention to the distribution has no obvious change.Based on the research conclusions,combined with the existing research and later interviews,some targeted teaching enlightenments are put forward in this research:(1)the model construction of problem-solving strategies should be paid attention to;(2)Cognitive load should be paid attention to;(3)The diversity of academic evaluation tools should be paid attention to;(4)The optimization of knowledge structure about medium students should be paid attention to;(5)The learning attitude should be corrected and the learning motivation should be stimulated about disabilittie students.