以眼動分析方法探究不同文本形式的科學相關訊息的閱讀理解與科學思考歷程

There are two main purposes in the project. One is to investigate high-school and university learners’ visual attention distributions and reading comprehension during science text reading. The other is to explore the associations between learners’ visual attention, the reading comprehension and the modes of scientific reasoning (including coordination of theory and evidence and reflective reasoning) that they performed after the science text reading. The research tasks include: (1) tracking the eye movements during science text reading; (2) investigating the reading comprehension; (3) analyzing the scientific reasoning modes; (4) cross-analyzing associations among eye movement patterns, text comprehension and modes of scientific reasoning. The main findings are (1) Students with different academic backgrounds display different eye movement patterns when reading science texts. The academic backgrounds seem to guide the visual attention distributions; (2) Students’ epistemic beliefs interact with their eye movement patterns; (3) Female learners seem to be good at processing written information while males are better at reading graphical information; (4) There are interactions between epistemic beliefs and gender; (5) Students who perform better the scientific reasoning pay more attention on the elements of scientific argumentation shown in the texts. In so for, we have published 5 SSCI papers and three international conference papers. There are more manuscripts in preparation.