A Study Of Eye Movement In Solving High School Chemistry Information Problems With Different Field Cognitive Styles

In recent years,the chemistry information problem is a new type of question that has been tilted towards the ability test.It aims to test the students' ability to acquire,analyze,and integrate chemistry information.Based on the analysis of existing literature,researchers mainly focus on the characteristics,functions,types and differences in academic-level problem solving of chemical information problems in high school,but there is no research on the differences of students' solving chemical information problems with different field cognitive styles.Cognitive style reflects the differences in individual information processing and thinking methods.Introducing it into the field of problem solving can provide new ideas for studying students' differences in chemistry information problems and their causes.In this study,the eye movement experiment method is used to study the differences of electrochemical information problems in senior three students with different cognitive styles.The oral reports are used as auxiliary and supplementary materials for eye movement data analysis.Based on the good reliability and validity of the electrochemistry information questions tested by Rasch model,this paper studies the differences of solving electrochemistry information questions in senior high school with different field cognitive styles.By comparing students with different cognitive styles in solving good information,obscure information,redundant information,and the test scores and eye movement data of students with different field cognitive styles in solving questions with " plain text ","text + image"," text + image + equation ",in order to effectively improve the ability of students to acquire,analyze and integrate chemical information,and ability to solve chemical information problems.The results show that:(1)In the three kinds of information structure test questions with medium difficulty,the efficiency of solving problems of field independent,field middlemen,and field dependencie gradually decreases,the rate and efficiency of keyinformation extraction gradually decreases,the speed of information processing gradually slows down,and the difficulty of information processing gradually increases,and the level of strategy adopted gradually decreases.(2)On the three medium-intensity information structure test questions,the three groups of field cognitive style students' solving efficiency,key information recognition rate,extraction efficiency,information processing speed,the strategy level adopted are higher than the obscure and redundant test questions,and the difficulty of information processing is smaller.The efficiency of solving questions,extracting key information,and processing information of obscure questions are lower than that of redundant questions.(3)Field independents,field intermediarie,and field dependent' ability to restrain redundant information is gradually weakened,the ability to mine hidden information is gradually weakened,and the difficulty of processing hidden information is gradually increasing.(4)On the three medium difficulty presentation questions,the problem solving efficiency of field independent,field intermediate and field dependent gradually decreases,the rate and efficiency of key information extraction gradually decreases,the speed of information processing gradually decreases,and information processing.The difficulty gradually increases,and the level of strategy adopted gradually decreases.(5)On three medium difficulty presentation questions,the three groups of field cognitive style students solve the problem-solving efficiency of "plain text" test questions,the efficiency of key information extraction,the speed of information processing,the strategy level adopted are higher than "text + image","text + image +equation" test questions.The efficiency of "text + image" test,the speed of key information recognition,the speed of information processing and the level of strategy adopted are all higher than "text + image + equation" test.(6)The ability of extracting key information of image and equation of field independent is better than that of field intermediarie and field dependent,and the difference is significant.Based on the above conclusions,from the two perspectives of information structure and presentation,this paper puts forward corresponding teaching suggestions for students with different field cognitive styles to solve the differences of high school electrochemical information problems.