계통분류 문제해결의 자기조절 과정에서 나타난 고등학생의 두뇌 활성- fNIRS 연구 -
Analysis of High School Students' Brain Activity in Self-Regulation Process of the Phylogenetic Classification Problem-Solving - An fNIRS Study -
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초록
The purpose of this study is to analyze high school student’s brain activity of the process of self- regulation during performing phylogenetic classification task. For this study, their brain activity in the self- regulation was measured using fNIRS when the phylogenetic classification task to find the closest relative to a whale was presented to the students. Self-regulation were classified into five types based on the data with fNIRS, think-aloud, and post-interview. Then, the difference in brain activity of students in self-regulation type 1 and self-regulation types 2 to 5 was analyzed. The results of the study were shown a significant brain activity in FP and DLPFC from types 2, 4, and 5 of conflict-induced self-regulation. This shows that conflict, goal-oriented thinking, and the use of working memory to gain an equilibrium occurred after discovering the difference between whales and sharks. Type 3 was shown no significant brain activity, which means that logically consistent thinking is not involved in the process of mind- changing. Self-regulation types 4 and 5 were shown some significant activities in VLPFC and OFC. In the accommodation process, it can be seen that not only the uncertainty about the problem is recognized, but also the meaning classification work is performed to grasp the meaning of visual data and evaluate the value of alternative schemas they created. Based on interview data and fNIRS brain activity data, this study suggests that if education is conducted with active feedback from teachers, the effect of learning system classification will be further enhanced.
Abstract
The purpose of this study is to analyze high school student’s brain activity of the process of self- regulation during performing phylogenetic classification task. For this study, their brain activity in the self- regulation was measured using fNIRS when the phylogenetic classification task to find the closest relative to a whale was presented to the students. Self-regulation were classified into five types based on the data with fNIRS, think-aloud, and post-interview. Then, the difference in brain activity of students in self-regulation type 1 and self-regulation types 2 to 5 was analyzed. The results of the study were shown a significant brain activity in FP and DLPFC from types 2, 4, and 5 of conflict-induced self-regulation. This shows that conflict, goal-oriented thinking, and the use of working memory to gain an equilibrium occurred after discovering the difference between whales and sharks. Type 3 was shown no significant brain activity, which means that logically consistent thinking is not involved in the process of mind- changing. Self-regulation types 4 and 5 were shown some significant activities in VLPFC and OFC. In the accommodation process, it can be seen that not only the uncertainty about the problem is recognized, but also the meaning classification work is performed to grasp the meaning of visual data and evaluate the value of alternative schemas they created. Based on interview data and fNIRS brain activity data, this study suggests that if education is conducted with active feedback from teachers, the effect of learning system classification will be further enhanced.
참고문헌 (29)
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