Using Expert-Novice Differences in Eye-gaze Pattern to Design Novel Assessments for EarthScience Classrooms - A Road Map

Abstract:

The nature of earth science expertise is such that many of the problem classes require some
form of visual expertise. Be it gelogocal map interpretation, 3d cross-section visualization,
spatial reasoning, seismic section analysis, identitifcation of minerals under the microscope or
thin-section petrography, the earth sciences abound in expertise that is often more visual/graphical than
textual, tactile or auditory. Extensive research with eye tracking has established the difference
between expert and novice processing of information requiring visual attention. In this pilot study
I propose to identify differences in expert and novice eye tracking pattern in a new
class of geological problems, namely, thin-section petrography. The goal of this study is to
establish a solid premise on which we can build a new type of assessment framework where
the novice is not simply given a thin section to identify the mineral assemblage or rock thin-section.
Instead, the novice is asked to reflect on the expert eye-gaze pattern and cogitate on the
specific visual choices an expert made in solving a problem. By doing so, we encourage the
novice geoscientist to engage not only her/his cognitive process but also her/his metacognitive
processes. I will discuss the potential of such assessment questions from a learning theory perspective.