The Eye Movement Research On The Influence Of Explanations Methods On The Effect Of Chemistry Worked-example Learning

In the context of the steady progress of basic education curriculum reform in the new era,how to let students learn independently and efficiently is still the focus of education and teaching practice.In chemistry learning,how to improve the efficiency of chemistry learning has always been the focus of research by chemistry educators.Previous studies have shown that worked-example learning based on cognitive load theory is one of the ways to cultivate students' autonomous learning and improve their learning efficiency.Worked-example learning plays an important role in chemistry teaching and learning.Based on relevant researches in existing literature at home and abroad,this research is based on cognitive load theory and self-explanatory effects,and from the perspective of cognitive psychology,this research explores the influence of explanations methods on junior medium students' learning "simple calculations using chemical equations".This research adopts a new perspective of eye tracking technology to provide inspiration for worked-example learning from the perspective of learners' cognitive processing,and at the same time provides reference for the teaching and practice of chemistry worked-example learning.Through combing the previous research literature,the main research questions are ascertained as follows:(1)In junior high school chemistry learning,can worked-example with different explanations methods have a positive impact on the worked-example learning?(2)For students with different academic levels,will worked-example learning with different explanations methods produce different learning effects?(3)For students with different genders,will worked-example learning with different explanations methods produce different learning effects?First of all,according to the research purpose,find,sort out and analyze the existing related literature,understand the research status,and further understand the research problems to determine the research ideas.Then,select the relevant content of the fifth unit topic 3 "Simple calculations using chemical equations" in the ninth grade chemistry edition of the People's Education Edition to make experimental materials.This research designs pre-test,worked-example learning materials and post-test questions.Solicit the opinions of experts and front-line chemistry teachers,and repeatedly modify the evaluation and screening to ensure the validity of the content.After the completion of the test questions,177 junior high school students in C city A middle school are selected for the test,and the quality of the test questions is checked by SPSS 25.0,and the quality is qualified.The evaluation tool lays the foundation for the formal implementation of the experiment.Then,an eye movement experiment was conducted on the learning process of the worked examples with different explanations methods,and reveals the mechanism of the explanations methods affecting the cognitive processing of learners.An eye tracker was used to record the eye movement data during the learning process of the worked examples,and to explore the basic laws of the influence of the worked examples of different explanations methods on the learner's information processing depth,attention distribution,and cognitive load.Select 36 junior high school students of different academic levels from C city A middle school to enter the 3×3 inter-examination room design.The two independent variables are: different academic levels(premium students,medium students,students with learning difficulties)and worked examples of different explanations methods(prompting self-explanations worked examples,instructional explanations worked examples and non explanations worked examples),the dependent variable are the eye movement data of the worked example study,the difference in test scores,and the difference in cognitive load on the PAAS Autonomous Evaluation Scale.Unstructured interviews were conducted after the experiment.Finally,based on the data obtained,the SPSS 25.0 software was used to sort and analyze,and the conclusions were obtained:(1)In the study of chemistry worked examples,the near,middle and far transfer test scores and the total test scores of the premium students are the highest in the three explanations methods,the students with learning difficulties are lower,and the medium students are in the middle of the two.In other words,the higher the learning level,the more students can improve the effect of worked-example learning and promote the transfer of learning.(2)The students with different academic levels should also need different explanations methods.The learning effect of the students with premium students and medium students is the best under the prompting self-explanations mode,and the learning effect of the students with learning difficulties is better under the instructional explanations.All the students with three academic levels have the worst learning effect in non explanations worked examples.(3)The information processing of the premium students is less difficult and fast,and can grasp the key information directly,and constantly think about the prompting problems;better learning results can be achieved with less attention;the cognitive load is small.(4)The medium students are difficult to process information.They can directly grasp key information,and they are constantly thinking about the prompting problems;they need more attention;they have a large cognitive load.(5)The students with learning difficulties pay less attention to both the explanations area and the non explanations area,and their attention is easily distracted;the cognitive load is large.(6)Explanations allows students to process the information in the explanations area for a longer time and pay more attention to the explanations area,and reduce the processing time and attention to the information in the non explanations area of the worked examples.The prompting problems can reduce the processing depth and attention of the key information in the non explanations area more than the instructional explanations.However,the key information in the non explanations area of the non explanations worked examples requires more information processing time and attention to the distribution of students.The results indicate that the cognitive load of prompting self-explanations worked examples is the smallest,the cognitive load of non explanations worked examples is the largest,and the instructional explanations worked examples is between of them.(7)There is no significant difference in the effect of worked-example learning between boys and girls;there are no significant differences in depth,speed and difficulty of information processing;there is no significant difference in the attention distribution of worked-example learning in different explanations methods.The cognitive burden of girls was slightly higher than that of boys.Based on the research results,the following teaching suggestions are put forward:(1)Introduce chemistry worked examples to promote autonomous learning of students;(2)Choose worked examples with different explanations methods for students of different academic levels;(3)Combine worked-example learning and regular teaching to improve teaching effect;(4)Reasonably design the difficulty and quantity of worked examples.