Abstrakt
The success of Czech students in the international PISA survey focused on science literacy has a decreasing tendency. These surveys, using complex tasks to evaluate scientific literacy of students, require more skills, broader knowledge and application skills than just theoretical knowledge of the subject of task.
One of the key factors for the successful solution of the problem can be the understanding of text and assignment of tasks, mainly due to the existence of a number of technical expressions and foreign words in commonly used in science and mathematics. There are also typical graphical representations in the natural sciences, i.e. the connections of texts with graphs, figures and diagrams.
The general understanding implies the strategy used by the pupil for solution of the task, as well as the pitfalls that the pupil may encounter during the task, which are not necessarily related to the scientific nature of the task. Eye tracking can be prospective method for identifying students' strategies for solutions of the task.
Using this method it is possible to find out what the pupil is most interested in (Area of interest), what he / she focuses on or, vice versa, which parts of the text or pictures were difficult to grasp for him. Naturally, this method can be used to follow the pupil's specific strategy in solving a task quite comprehensively.
With respect to that, this contribution is focused on presentation of several ways of using Eye Tracking to address science-based complex tasks and some of the main aspects and outcomes of the selected Eye Tracking surveys. Furthermore, the results of the first orientation survey carried out in case of 3 students of general grammar will be presented.