EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING

Hana Choi; Ilho Yang; Seongun Kim; Sungman Lim

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EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING

Title	EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING
Publication Type	Journal Article
Year of Publication	2023
Authors	Choi, H, Yang, I, Kim, S, Lim, S
Journal	Journal of Baltic Science Education
Volume	22
Issue	4
Start Page	579-599
Pagination	Continuous
Date Published	August/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	eye movement modeling examples, learner-oriented intervention, science education, science learning, South Korea
Abstract	An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.
URL	https://oaji.net/articles/2023/987-1693507559.pdf
DOI	10.33225/jbse/23.22.579
Refereed Designation	Refereed
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