TEACHER’S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS

IF 1.1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Baltic Science Education Pub Date : 2023-06-20 DOI:10.33225/jbse/23.22.413
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Abstract

The teacher's gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher's gaze during science lecture classes and whether the change of the gaze when the student's seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher's gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student's seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher's gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers' attention to provide proper and high-quality education to students. Keywords: science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior
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科学讲座课堂教师的目光盲点
老师的注视可以引发与学生的互动。因此,如果老师在课堂上注意力不集中,学生可能会被疏远。根据这一观点,本研究旨在建立教师在科学课堂上的凝视模式,以及当学生的座位作为一个外部因素时,凝视的变化是否发生了变化。在课堂上对六名教师进行了眼动追踪,并分析了更换学生座位后教师的注视和动作。结果表明,教师主要关注学生座位的中央,注视盲点主要偏向前方。即使学生的座位被换了,视线也集中在教室的中心,而且每个人的视线盲点不同,老师自己往往没有意识到这一点。因此,教师的注视集中模式通常是相似的,但注视盲点因教师而异,并可能受到外部因素的影响。因此,有必要制定一个系统和再培训计划来诊断和反馈教师的注意力,为学生提供适当和高质量的教育。关键词:科学课;科学教师;盲点;眼动追踪;凝视注意力;教学行为
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