Visual fixations and characters: incidence in the understanding of expository texts
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Abstract
Teachers generally focus on promoting criticality and try, at all costs, to develop intertextuality processes in the student body, leaving aside the other essential levels to achieve the final product. In this sense, it is vital to bear in mind that the order of the factors, in this case, would alter the result, since velis nolis must carry out a cycle and specific procedures to achieve the objectives set in advance. For this reason, it is necessary to show that the readings for less and above than expected according to some characters and quantity of fixations affect textual comprehension. On the other hand, a transformative sequential design with a mixed approach was applied to this research, a sample of 80 students from the secondary level of a private educational institution in the municipality of Galapa-Colombia was selected, who read three texts related to the electromagnetism on the Eye tracker T.120 screen and using Tobii.3.4.6 software. The results allow us to confront from the teaching practice different positions on the incursion of these variables in the reading processes. Finally, it is concluded that visual fixations play a main role for the understanding of a text and, therefore, the design of a didactic proposal that takes science and the image as a reference is proposed as a prospective one in order to seek adequate understanding by the student reader.
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