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Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course

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Title: Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course
Language: English
Authors: Maltese, Adam V., Balliet, Russell N., Riggs, Eric M.
Source: Journal of Geoscience Education. Feb 2013 61(1):81-88.
Availability: National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Eye Movements, Geology, Video Technology, Observation, Field Instruction, Maps, Earth Science, Science Instruction, Science Teachers, College Students
Geographic Terms: Montana
ISSN: 1089-9995
Abstract: The focus of this research was to investigate how students learn to do fieldwork through observation. This study addressed the following questions: (1) Can mobile eye-tracking devices provide a robust source of data to investigate the observations and workflow of novice students while participating in a field exercise? If so, what are the strengths and limitations of mobile eye tracking? (2) If these devices offer a unique source of data to investigate student work, what findings might be helpful for improving field instruction? To address these questions, we used mobile eye-tracking devices in a pilot study to collect video from students completing mapping exercises during a geology field course. Data were collected from six students participating in two different parts of an exercise where they were asked to create geological maps of an area based on their field observations. From this study, we learned that conducting eye-tracking research in field conditions is technically demanding and operationally difficult. We found that most of our analysis was based on reviewing the scene video and did not require the eye-tracking information. In reviewing the scene videos, substantive features of students' observational practices were exposed. We found that students struggle with foundational mapping practices, miss opportunities to collect key data, and are often distracted or disengaged during direct instruction. We observed instances of swarm behavior where students tend to group around outcrops even when nominally working independently. We also noted key differences in student behavior working individually compared with group mapping. We believe these findings provide data for geoscience educators to consider when thinking about ways in which to develop the observational skills of their students and to design appropriate field course instruction.
Abstractor: As Provided
Number of References: 30
Entry Date: 2017
Accession Number: EJ1164227
Database: ERIC
FullText Text:
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  Data: Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. Feb 2013 61(1):81-88.
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  Data: National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
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  Data: The focus of this research was to investigate how students learn to do fieldwork through observation. This study addressed the following questions: (1) Can mobile eye-tracking devices provide a robust source of data to investigate the observations and workflow of novice students while participating in a field exercise? If so, what are the strengths and limitations of mobile eye tracking? (2) If these devices offer a unique source of data to investigate student work, what findings might be helpful for improving field instruction? To address these questions, we used mobile eye-tracking devices in a pilot study to collect video from students completing mapping exercises during a geology field course. Data were collected from six students participating in two different parts of an exercise where they were asked to create geological maps of an area based on their field observations. From this study, we learned that conducting eye-tracking research in field conditions is technically demanding and operationally difficult. We found that most of our analysis was based on reviewing the scene video and did not require the eye-tracking information. In reviewing the scene videos, substantive features of students' observational practices were exposed. We found that students struggle with foundational mapping practices, miss opportunities to collect key data, and are often distracted or disengaged during direct instruction. We observed instances of swarm behavior where students tend to group around outcrops even when nominally working independently. We also noted key differences in student behavior working individually compared with group mapping. We believe these findings provide data for geoscience educators to consider when thinking about ways in which to develop the observational skills of their students and to design appropriate field course instruction.
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      – Text: English
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        PageCount: 8
        StartPage: 81
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      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Geology
        Type: general
      – SubjectFull: Video Technology
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      – SubjectFull: Observation
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      – SubjectFull: Field Instruction
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      – SubjectFull: Maps
        Type: general
      – SubjectFull: Earth Science
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      – SubjectFull: Science Instruction
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      – SubjectFull: Science Teachers
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      – SubjectFull: College Students
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      – SubjectFull: Montana
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      – TitleFull: Through Their Eyes: Tracking the Gaze of Students in a Geology Field Course
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