| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 102 ===
The purpose of this study is to explore how low-achieving students in the elementary schools read science text with multiple representations. The researcher analyzed the participants’ fixation duration, fixation count, observation duration, and observation count of eye movement, as well as the participants’ preference toward science reading materials, by utilizing eye tracking technology and semi-structured interviews. The study used the quasi-experimental design by equally assigning 54 fifth graders from an elementary school in New Taipei City into two groups. The children in the experimental group read science text with multiple representations, while those in the control group read the original science textbook.
The study found that there were no statistically significant differences in general between the two groups on fixation duration, fixation count, observation duration, and observation count. However, significant differences were found on the fixation duration on the second page and the observation count on the third page.
Depending on the participants’ processes of reading both reading materials, three types were identified, including (1) reading mainly text and rarely images, (2) reading mainly text and some images, and (3) reading mainly images and some text. However, regardless of the type of science materials, the highest proportion of the type of reading process was reading mainly text with some images. All participants read the first. In other words, low-achieving fifth graders built up their knowledge mainly based on the text.
The majority of the participants preferred reading the science textbook with multiple representations because the text with multiple representations was easier to understand.
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