고등학생의 생명과학 가설 생성 과정에서 배경 지식이 뇌파 활성화에 미치는 영향
The Influence of Background Knowledge on EEG Activation in High School Students’ Life Science Hypothesis Generation Process
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The purpose of this study was to analyze the influence of background knowledge on EEG Activation in high school students' life science hypothesis generation process. To this end, the EEG measurement task was developed by dividing it into a hypothesis generation task with background knowledge (PBHG task) and a hypothesis generation task without background knowledge (NBHG task). EEG data was collected when 22 high school students performed the EEG measurement task. Subsequently, the study subjects were divided into two groups based on the level of scientific hypothesis generation achievement, and then the sLORETA analysis of group-specific brain waves was conducted. The results of the study were as follows: First, students showed higher scientific hypothesis generation ability when they performed tasks which provided background knowledge, rather than tasks which unprovided background knowledge. Second, in the case of the alpha band, activation was relatively high in the brain regions of cuneus, precuneus, middle occipital gyrus, lingual gyrus and posterior cingulate when performing the PBHG task rather than the NBHG task. Third, in the case of the beta band, relatively higher the EEG activation was shown in the brain regions of cuneus, precuneus, cingulate gyrus, and middle occipital gyrus when carrying out PBHG tasks than the NBHG task. Fourth, when background knowledge is provided, students with high level of achievement showed higher activity of beta wave in precuneus area, and students with lower level of achievement showed relatively higher beta wave activity in cuneus area. These findings suggest that as background knowledge was provided in generation of scientific hypotheses, students focused more on a more cognitively comfortable state the process which in searching and recognizing detailed visual information related to questionable phenomena and in the abductive thinking to generate hypotheses. Also, the study suggests that providing background knowledge has a positive effect on students' learning of scientific hypothesis generation.
Abstract
The purpose of this study was to analyze the influence of background knowledge on EEG Activation in high school students' life science hypothesis generation process. To this end, the EEG measurement task was developed by dividing it into a hypothesis generation task with background knowledge (PBHG task) and a hypothesis generation task without background knowledge (NBHG task). EEG data was collected when 22 high school students performed the EEG measurement task. Subsequently, the study subjects were divided into two groups based on the level of scientific hypothesis generation achievement, and then the sLORETA analysis of group-specific brain waves was conducted. The results of the study were as follows: First, students showed higher scientific hypothesis generation ability when they performed tasks which provided background knowledge, rather than tasks which unprovided background knowledge. Second, in the case of the alpha band, activation was relatively high in the brain regions of cuneus, precuneus, middle occipital gyrus, lingual gyrus and posterior cingulate when performing the PBHG task rather than the NBHG task. Third, in the case of the beta band, relatively higher the EEG activation was shown in the brain regions of cuneus, precuneus, cingulate gyrus, and middle occipital gyrus when carrying out PBHG tasks than the NBHG task. Fourth, when background knowledge is provided, students with high level of achievement showed higher activity of beta wave in precuneus area, and students with lower level of achievement showed relatively higher beta wave activity in cuneus area. These findings suggest that as background knowledge was provided in generation of scientific hypotheses, students focused more on a more cognitively comfortable state the process which in searching and recognizing detailed visual information related to questionable phenomena and in the abductive thinking to generate hypotheses. Also, the study suggests that providing background knowledge has a positive effect on students' learning of scientific hypothesis generation.
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