High school students' interpretation of a graph from mechanics influenced by posed questions and observed by the eye-tracking method
2018
Abstract
The paper presents results of the qualitative eye-tracking study which aimed at visualization of high school students' thinking processes when they interpreted a graph from mechanics. A real force (time) graph of a jump on a force plate was presented to students.
Firstly, they were asked to watch the graph for 7 s, later they were asked to answer several posed questions. Results indicate stronger involvement in a graph interpretation after posing the questions.
Several typical misconceptions were identified as well and the results serve as a base for recommendations for teaching praxis.