Halszka Jarodzka

TL;DR: The authors examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies, and found that experts compared to novices attend more to relevant aspects of the stimulus, use more heterogeneous task approaches, and use knowledge-based shortcuts.

TL;DR: This study investigates whether such a procedure can further enhance the effectiveness of examples in which a solution procedure is demonstrated to students by a (expert) model and results show that combined with a verbal description of the thought process, this form of attention guidance had detrimental effects on learning.

TL;DR: In this paper, eye movement modeling examples (EMME) were used to teach perceptual tasks, such as classifying fish locomotion, through eye movement simulation, which consisted of a replay of eye movements of a didactically behaving domain expert (model).

TL;DR: In this paper, the authors created a coding scheme using grounded theory to analyze expert and novice teachers' verbalizations describing classroom events and their relevance for classroom management, including perceptions/interpretations, thematic focus, temporality and cognitive processing expressed.

TL;DR: In this article, the authors investigated differences in how expert and novice teachers perceive problematic classroom scenes using eye tracking measurements and verbal think aloud, and found that experts' viewing was more dispersed whereas experts' was more focused.