This pilot study investigated the capacity of eye‐gaze tracking to identify differences in problem‐solving behaviours within a group of individuals who possessed varying degrees of knowledge and expertise in three disciplines of science (biology, chemistry and physics). The six participants, all pre‐service science teachers, completed an 18‐item multiple‐choice science assessment while having their eye‐gaze tracked and recorded. Analysis of the data revealed differences in eye‐gaze behaviour across different disciplines and similarities among participants with similar science backgrounds. This manuscript discusses various issues in eye‐gaze tracking data analysis and suggests some analytical techniques for addressing these issues. The findings suggest that eye‐gaze tracking may potentially be a useful approach to furthering our understanding of students’ problem‐solving behaviours.
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Tai et al. (2006) studied this question.
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