Investigation of eight-grade students' processes of solving skill-based questions related to the "Matter and industry" unit by eye tracking method

In the 2017-2018 academic year, the Transition from Basic Education to Secondary Education exam was replaced by the High School Entrance Examination. In High School Entrance Examination, the style of questions changed and skill-based questions included in the exam. The Ministry of National Education (MoNE) published various questions at each grade level in order to get students used to the skill-based questions. However, it was observed that students have difficulties in many issues while solving skill-based questions. In addition, it took time for teachers and teacher candidates to get used to and adapt to such questions. In this context, it is important to determine where middle school students focus on questions and options while solving skill-based science questions. The aim of this study was to determine the visual measurement results related to the processes of solving skill-based questions of eight-grade students by eye tracking method. Quantitative research method was used in the research. The 25-question skill test prepared in accordance with the acquisitions of the "Matter and Industry' unit was applied to 252 ninth-grade students. The difficulty and discrimination indexes of the test questions were calculated. The nine questions decided for the application of the eye tracking method were applied to 56 eighth-grade students. Data were collected with a skill-based test, eye tracking device, think-aloud protocol and a perception scale towards next generation science questions. The data obtained from the eye tracking device was examined using Gaze Viewer software and the results were shown as images. The results revealed that visual measurement results differed according to gender and 2023 high schools entrance exam scores. Additionally, negative relationships were found between visual measurement results and students' skill-based test scores and their perceptions towards solving next generation science questions. It was determined that average duration of fixation had a significant predictive effect on students' self-efficacy levels for solving skill-based science questions.