An Eye Movement Research On Junior Middle School Students' Solving Circuit Problems

Students' ability to solve electrical problems is a concrete manifestation of their ability to solve scientific problems in the field of physics.It is very important for students to solve circuit problems based on scientific concepts.In this study,we used the questionnaire survey and eye-tracking technology to investigate the simple circuit problem solving of junior middle school students.It can not only help us understand the learning status of students' electrical concepts,but also analyze students' electrical conceptual models.In particular,eye movement research based on neuro-educational perspective provides a scientific basis for more objective and accurate study of individual cognitive processes.This study obtained the following findings through a questionnaire survey.Firstly,there are six typical pre-conceptions before the students conduct systematic electrical learning.(1)Both wires and bulbs consume current.(Current Consumption Model);(2)The short-circuited bulb is still lit,or one of the bulbs in the series circuit is shorted,and the other bulbs are not lit;(3)Resistance in a circuit may block or reduce the current passing through it;(4)The bulbs in the circuit are illuminated according to their distances to the battery;(5)Current flows from the positive and negative terminals of the battery simultaneously(Collision Model);(6)Batteries are used as constant current sources.Batteries distribute current equally to bulbs(Sharing Model).Secondly,there are six typical wrong concepts after students' systematic electrical learning.(1)Both wires and bulbs consume current(Current Consumption Model);(2)The shorted bulb is still lit;(3)The resistance does not directly affect the current of the entire circuit;(4)The voltage of the series circuit is equal everywhere;parallel circuit branches voltage;(5)The ammeter can be connected in parallel in the circuit;(6)The voltmeter can be connected in series in the circuit or burn out when it is mistakenly connected to the circuit.This study obtained the following findings through eye movement experiments.Firstly,the pre-concept can be divided into two categories: uncertain misconception and concept misconception.For the students who hold the uncerttains misconception,the number of gaze and regression are relatively higher,and the duration of gaze is relatively longer.For the students who hold the uncertain misconcept,the number of gaze and regression are relatively smaller,the duration of gaze is relatively shorter,and the error conclusion is quickly given.Secondly,the degree of conception change can be divided into two categories: during-conception change and after conception change.For the students of during-conception change,the number of gaze and regression are relatively higher,and the duration of gaze is relatively longer.For the students of after-conception change,the number of gaze times and the number of regression are relatively smaller,the duration of gaze is relatively shorter,and the correct conclusion is quickly given.Thirdly,students with pre-conceptions have significantly higher number of gaze,and regression,more gaze time for area related to misconception than the other regions.For students who have achieved the conception change,the above-mentioned eye movement indicators are significantly higher in other areas related to scientific concepts.Fourthly,when students encounter obstacles in solving circuit problems,the gaze sequence line graph indicates that students with pre-concepts often interact with each other constantly;students who achieve conception change are more likely to indicate circuits.The areas of the state are constantly interacting.The research results show that:(1)There are different conceptual developments of junior middle school students in the field of electricity.Specifically,before the systematic learning,the students may held the certain or uncertain misconception,after learning,they may be at the stages of during-conception change or after-conception change.(2)Before and after learning,students have different ways of extracting information when solving problems: before learning,students usually extract information related to the previous concept;after learning,students gradually pay attention to information related to scientific concepts.(3)Before and after the study of electricity,students have different ways of reasoning: before the study of electricity,students usually consider the current direction to solve the circuit problem based on image thinking;after the electricity study,students are more inclined to consider the circuit state solving circuit based on abstract thinking.Based on eye movement experimental data,this study found the cognitive differences of junior middle school students before and after the conception change.The research results provide specific cases for the related research in the field of neuro-education,which provides a theoretical basis for teachers to understand the conceptual model and concept of students,and has important practical value for promoting students' conception change and improving students' problem-solving ability through practical teaching.