Novices skipped more classroom areas than experts in all four videos, missing areas that experts continually monitored¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In all four videos novices skipped more AOIs than experts; there were no instances where the majority of experts skipped more AOIs. → Charlotte E. Wolff 2016 q3 i? No overall expertise effect on number of AOI skips was found in the ANOVA. → Charlotte E. Wolff 2016 (2)

Evidence¶

Charlotte E. Wolff 2016¶

Charlotte E. Wolff, Halszka Jarodzka, Niek van den Bogert, Henny P. A. Boshuizen. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instr Sci 44:243-265. https://doi.org/10.1007/s11251-016-9367-z

q3 · i? · associational · r1

Confidence-interval analysis of AOI skips (areas with no fixations for the whole video, reported only where half or more of a group skipped them) found "novices skipped more AOIs than experts" in every video; novices skipped areas showing students, interactions, desk surfaces, and spaces between rows.

"In all four videos, novices skipped more AOIs than experts, meaning half or more of the novices viewing the videos never looked at these areas."

Charlotte E. Wolff 2016 (2)¶

Charlotte E. Wolff, Halszka Jarodzka, Niek van den Bogert, Henny P. A. Boshuizen. (2016). Teacher vision: expert and novice teachers' perception of problematic classroom management scenes. Instr Sci 44:243-265. https://doi.org/10.1007/s11251-016-9367-z

q3 · i? · associational · r1

The mixed-design ANOVA on total AOI skips found no expertise effect, though a significant video-type effect emerged (F(1, 60) = 25.21, p < 0.001, g2 = 0.30), with Type 1 videos showing more skips than Type 2 videos; no interaction, F < 1.

"No expertise effects were found in the number of AOI skips per expertise group, F(1, 60) = 2.71, p = 0.105, g2 = 0.04."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Expert teachers' fixations are significantly more focused (less dispersed) than novices' when viewing classroom scenes, irrespective of video type — related
• Experts revisited (monitored) more classroom areas showing student interaction, while novices revisited areas lacking classroom activity — related
• Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants — related
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features — related