Comparing Middle School Students’ Scientific Problem-Solving Behavior in Hands-On Manipulation Performance Assessment: Terms by Eye-Tracking Analysis

Abstract

This study specifically designed an eye-tracking supported scientific problem-solving assessment: hands-on manipulation task system to explore the differences in visual attention and cognitive processes between high and low science achievement groups. Thirteen students with high science achievement and fourteen students with low science achievement participated. Students needed to complete the hands-on manipulation assessment, consisting of three modules, including selecting experimental equipment, experimental design, and building the experimental model. Behavioral and eye movement data were collected during the process. The results showed that the high science achievement group allocated more visual attention to the hands-on manipulation task, acquired more information through visual fixation, and assigned more attention to the key area. In module three of the hands-on manipulation task, the high science achievement group transformed from a visual channel to a tactile channel, and they generated more hands-on behaviors depending on the experimental area. Furthermore, the results showed a high correlation between students’ eye movement behavior and the performance of scientific problem-solving assessments. Eye movement behavior could predict students’ performance in scientific problem-solving. The average fixation duration and the average fixation duration of the interest area were two significant determining parameters. The implications of the experimental results for front-line science education, curriculum designers, and science assessment were also discussed.