Publication at Faculty of Mathematics and Physics |
2018
Abstract
We used eye-tracking method to uncover students' approaches to solving the physics task with different representations and the differences between students who answered correctly and those who answered incorrectly when solving the problems. Twenty-four upper secondary school students from Czech Republic, Finland and Japan took part in the study.
We found that students who preferred either text or graph representations watched the options differently but the used both representations to be sure of their solution. Interviews revealed typical misconceptions about force concept.
Implications for physics instruction are presented.