Overview
- Editors:
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Iztok Devetak
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Faculty of Education, University of Ljubljana, Ljubljana, Slovenia
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Saša Aleksij Glažar
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Faculty of Education, University of Ljubljana, Ljubljana, Slovenia
Explores beyond paper-pencil measurements in researching teaching and learning science
Presents conclusions that can be implemented in successful teaching and learning
Examines the research of internationally respected science educators
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Table of contents (15 chapters)
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- Anja Podlesek, Manja Veldin, Cirila Peklaj, Matija Svetina
Pages 1-31
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- Mojca Juriševič, Tanja Černe
Pages 33-54
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- Junoš Lukan, Gregor Geršak
Pages 55-70
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- Vesna Ferk Savec, Špela Hrast
Pages 71-91
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- Sevil Akaygun, Emine Adadan
Pages 93-106
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- Miha Slapničar, Valerija Tompa, Iztok Devetak, Saša Aleksij Glažar, Jerneja Pavlin
Pages 107-127
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- Tanja Gregorčič, Gregor Torkar
Pages 155-168
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- Ilona Södervik, Henna Vilppu
Pages 169-183
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- Miroslawa Sajka, Roman Rosiek
Pages 185-215
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- Jerneja Pavlin, Miha Slapničar
Pages 217-241
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- Pascal Klein, Stefan Küchemann, Ana Susac, Alpay Karabulut, Andreja Bubic, Maja Planinic et al.
Pages 243-260
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- Roman Rosiek, Miroslawa Sajka
Pages 261-275
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- Guo-Li Chiou, Chung-Yuan Hsu, Meng-Jung Tsai
Pages 277-294
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- Karen S. McNeal, Rachel Atkins, Elijah T. Johnson
Pages 295-308
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Back Matter
Pages 309-311
About this book
This book illustrates the problems of using eye tracking technology and other bio-measurements in science education research. It examines the application of bio-measurements in researching cognitive processes, motivation for learning science concepts, and solving science problems. Most chapters of this book use the eye-tracking method, which enables following the focus of the students’ attention and drawing conclusions about the strategies they used to solve the problem. This book consists of a total of fifteen chapters. Authors from eight countries emphasise the same trends despite their cultural and educational differences. The book begins with general chapters describing cognitive processes and how these processes are measured using eye-tracking methods and other psychophysiology parameters and motivation. Finally, the book concludes the chapters presenting studies in specific scientific fields from chemistry, biology, physics and geology.
About the editors
Dr. Iztok Devetak is a Professor of Chemical Education at the Faculty of Education, University of Ljubljana, Slovenia. His research focuses on how students can learn chemistry, how chemistry in context stimulates learning and how eye-tracking technology explains science learning. His interest is also environmental education and developing health-managing competences for teachers. Having previously co-edited a Springer monograph on active learning approaches in chemistry, Dr. Devetak was a Fulbright Scholar with Prof. Dr. Diane Bunce in 2009, and is currently Chair of the Chemical Education Division at the Slovenian Chemical Society and vice-chair for Eastern Europe of European Chemical Society Division of Chemical Education and president of the National Subject Testing Committee for chemistry in lower secondary schools, as well as Editor-in-Chief of the CEPS Journal.Dr. Saša A. Glažar is a Professor Emeritus at University of Ljubljana, Slovenia. His research is focussed mainly on the development of methodology for the organisation of chemical data into networks of knowledge and building chemical relational information systems to be applied in the transfer of knowledge in education and industrial development. Saša A. Glažar is involved in defining, classifying and categorisation of science concepts in building relational systems for various levels of education, structuring information into knowledge maps, i.e. hierarchically built relational systems in science education. The same approach was also applied in designing study programmes for all levels of education. As an expert, he participates in the development and evaluation of national science curricula and in international studies (TIMSS, PISA).
