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Human attention is quite limited, and even in situations where
students are "paying attention", they may not be attending to
relevant aspects of the problem or example in front of them. Using
methods from visual cognition, we set up an experiment where
features of physics problems were changed while students were
reasoning about and explaining the problems. We found that a
student's initial understanding of a problem has a significant
effect on whether or not a given change will be noticed. Examples
will be shown and discussed, and implications for physics teaching
will be explored.
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