中学生は地理教材の文章と地図をどのように見ているのか : 眼球運動測定による検討　

How Junior High School Students Look at the Texts and Maps in Geography Textbooks: An eye tracking study

福屋 いずみ

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

Textbook research is usually conducted from a teacher’s point of view. Thus, little is known about how students actually read textbooks. This study analyzed how junior high school students refer to maps and sentences in a geography textbook using the eye tracking method. The participants were 32 junior high school students who took the comprehension test after reading the geography textbook of a fictional island. The textbook consisted of four paragraphs and five maps. Eye tracking analysis showed that the total fixation time of the sentence area was six times longer than that of the map area. Compared to the university students in the previous study, we found that junior high school students have a stronger tendency to adopt sentence-oriented reading. Further, this sentence-oriented tendency was more remarkable in readers with low score in the comprehension test. The readers with high scores fixated relatively longer on maps. These results suggest that junior high school students do not refer to maps which are necessary for understanding the geographical causality. We also found that the graphic-oriented reading style was related to the comprehension of the geographical causality.

geography textbook

reading

eye-tracking

junior high school students

地理の教科書

読解

眼球運動

中学生

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086