Abstract
Multiple representations are often used in teaching physics concepts. In particular, the use of graphs is popular because they can compress information into a small space and illustrate connections, for which written expressions may otherwise be lengthy.
Although the graphs are much used to support learning, many studies have shown that students have difficulties to understand graphs. One famous and much used test is the TUG-K test of which a new version was published last year.
The aim of this study is to determine what new information about students' misconceptions can be obtained through it. The study also focuses on how different representations of graphs and different order of test items affect the students' answers.
We collected data by eye tracking students' problem solving, using the SMI red250 eye camera, while they (N=35) answered TUG-K test multiple choice items on a computer screen. Both qualitative and quantitative methods were used to describe students problem solving.
We found typical incorrect solving processes were used and that the graph's representation as well as the order of items had an effect on students' answers.