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Author: 王琇怜
Wang, Hsiu-Ling
Thesis Title: 以眼球追蹤技術探討先備知識、閱讀歷程以及科學閱讀理解的關係
Using eye tracking technology to explore the relations among prior knowledge, reading process and science-text comprehension
Advisor: 楊芳瑩
Yang, Fang-Ying
Degree: 碩士
Master
Department: 科學教育研究所
Graduate Institute of Science Education
Thesis Publication Year: 2015
Academic Year: 103
Language: 中文
Number of pages: 99
Keywords (in Chinese): 科學文本先備知識眼球追蹤閱讀歷程閱讀理解
Keywords (in English): science-text, prior knowledge, eye-tracking, reading process, reading comprehension
Thesis Type: Academic thesis/ dissertation
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  •   對於大部分的學生來說,閱讀科學文本是學習科學知識的主要方法與來源,然而學生在科學文本的閱讀理解表現各有不同,若能了解學生的先備知識對於閱讀歷程以及科學閱讀理解的影響,將有助於促進學生的科學學習成效。在本研究中,首先測驗40位高中受試者對施測文本相關概念的理解程度,並以眼球追蹤技術記錄受試者閱讀科學文本的歷程,最後使用理解測驗測試受試者對於文本的理解狀況,以了解先備知識、閱讀歷程和閱讀理解間的關係。在資料分析方面,研究者利用前測結果進行變異數同質性分析來區分受試者的先備知識程度,分為高、中、低三組,並且依據分組對眼球追蹤的數據與後測資料進行描述性統計、單因子變異數(one-way ANOVA)分析及平均值等式穩健測試,再以皮爾森相關係數檢定以了解閱讀理解與眼球追蹤數據的相關性。
      研究結果發現,先備知識的差異與學生在科學文本上的閱讀理解有關,先備知識高比先備知識低的學生具有較佳的閱讀理解。眼球追蹤的數據顯示,先備知識與學生在閱讀「研究方法」的平均凝視時間、「根據資料而形成之科學推論與解釋」的回視次數、「預測模式圖」與「預測模式關鍵圖區」的平均凝視時間、「預測模式圖」的第一次閱讀凝視時間、「數據趨勢」文字描述的總閱讀時間與總凝視時間、第一次凝視時間等眼動形式有關。閱讀理解與眼球追蹤數據的相關分析發現,讀者的視覺注意力分配與閱讀理解具有相關性,整體、文本內容閱讀理解較佳且能應用文本概念於不同情境下進行推論與解釋之讀者針對文章中「數據趨勢」的文字描述具有較少的視覺注意力分配,並在「背景知識」文字描述、「根據資料而形成之科學推論與解釋」有較多的回視次數,在「背景知識圖」有較少的第一次閱讀凝視時間,顯示閱讀理解層次較高的學生會有較多的訊息整合以幫助閱讀理解。

    There were three purposes of this study: one was to explore the relation between reader’s prior knowledge and science-text comprehension, another was to investigate the association between reader’s prior knowledge and reading process, the other was to explore the relation between reader’s reading process and science-text comprehension. Participants were forty senior-high students whose eye movements were recorded by the eye tracking system as they were reading a popular science article adopted from Scientific American. They were separated into three groups by the prior knowledge test. The article discussing the ocean acidulation contains text and graphic information. It was presented as 9 slides displayed on the computer screen. After reading the article, students were given a posttest for assessing their text comprehension. One-way ANOVA and Pearson correlation analysis were employed for data analysis. One-way ANOVA indicated that students with medium prior knowledge, compared to those with low prior knowledge, displayed higher visual attention to the text zone about research methods, trends of data, scientific inference and explanations based on data, and in prognostic chart. Those with high prior knowledge demonstrated less early information processing on the text zone about trend of data and prognostic chart. The correlation analyses demonstrated that students who showed higher science-text comprehension paid less visual attention to the text zone of the data trend, and displayed less early information processing on the graph of background knowledge. Meanwhile, they would show more later information processing including re-reading on the text zone about background knowledge, and scientific inference and explanations based on data. It was concluded that the students of higher text comprehension were more able to integrate relevant information.

    誌謝 Ⅰ 中文摘要 Ⅱ 英文摘要 Ⅲ 目錄 Ⅳ 圖目錄 Ⅶ 表目錄 Ⅷ 第一章 緒論 1   第一節 研究背景與動機 1   第二節 研究目的與待答問題 2   第三節 研究範圍與研究限制 3   第四節 研究的重要性 4   第五節 名詞解釋 4 第二章 文獻探討 7   第一節 先備知識和文本閱讀理解 7 一、純文字文本之閱讀理解模式 8 二、多重形式文本之閱讀理解模式 10   第二節 眼球追蹤技術 11      一、眼球追蹤技術之原理 11      二、眼球追蹤技術的應用與眼動指標 12   第三節 應用眼球追蹤技術探究先備知識與科學閱讀歷程,以及科學閱讀歷 程與理解之關係 14 一、先備知識與閱讀歷程之關係 14 二、科學閱讀歷程與理解之關係 15 第三章 研究方法 17   第一節 研究對象 17   第二節 研究工具 18     一、軟、硬體設備 18     二、閱讀材料 19     三、紙筆測驗 20   第三節 研究設計與施測流程 21 一、先備知識測驗(前測) 22     二、眼動儀器的校正 22     三、閱讀施測材料 22     四、閱讀理解測驗(後測) 23   第四節 資料分析 23     一、先備知識測驗之結果與分組 24     二、先備知識與閱讀理解測驗之分析 25     三、先備知識與閱讀歷程之分析 26     四、閱讀歷程與閱讀理解之分析 30   第五節 研究歷程 30     一、研究工具的準備 30     二、正式施測 32     三、結果和資料分析 32 第四章 資料呈現與分析 33   第一節 先備知識測驗結果與分組 33   第二節 先備知識與閱讀理解測驗之分析 35     一、閱讀理解測驗結果 35     二、先備知識與閱讀理解之變異數分析 36   第三節 先備知識與閱讀歷程之分析 38     一、先備知識與所有頁面眼動資料之交叉分析 39     二、先備知識與各區域眼動資料之交叉分析 40   第四節 閱讀歷程與閱讀理解之分析 55 一、閱讀理解測驗與所有頁面眼動資料之相關分析 56     二、閱讀理解測驗與「研究目的」眼動資料之相關分析 56     三、閱讀理解測驗與「研究方法」眼動資料之相關分析 57     四、閱讀理解測驗與「數據趨勢」眼動資料之相關分析 58     五、閱讀理解測驗與「根據資料而形成的科學推論與解釋」眼動資料之       相關分析 60     六、閱讀理解測驗與「預測模式」眼動資料之相關分析 61     七、閱讀理解測驗與「背景知識」眼動資料之相關分析 62 第五章 綜合討論與展望 66   第一節 研究結果與討論 66     一、先備知識測驗與分組之結果討論 66     二、先備知識與閱讀理解測驗之分析結果討論 67     三、先備知識與閱讀歷程的分析結果討論 68     四、閱讀歷程與閱讀理解之相關分析結果討論 70     五、待答問題之回應 76   第二節 教育上的意涵 79   第三節 未來展望 80 參考文獻 82 附錄一 先備知識測驗 87 附錄二 閱讀理解測驗 88 附錄三 先備知識評分規準 90 附錄四 閱讀理解測驗評分規準 92 附錄五 各頁面文本區域分類 95

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