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가설생성 학습 후에 나타난 초등학생의 두뇌 활성 변화

Changes of the Brain Activities after Learning Hypothesis-Generation in Elementary Students

신동훈|정진수|박지영|권용주|박국태
한국생물교육학회 (The Korean Society of Biology Education)|2006.03|생물교육 (BIOLOGY EDUCATION)|제34권 제1호|pp. 72-80

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Abstract

This study investigated the changes of the brain activities after elementary students' learning hypothesis-generation by the analysis of EEG relative power, correlation and coherence. In this study, the experimental group(n=25) was trained hypothesis generation learning and the control group(n=20) was trained hypothesis reception learning for 4 months. EEG was measured before and after the learning for both groups. The EEG was recorded on 19 scalp locations with a linked ears reference during resting eye opened and generating hypotheses. The statistical comparison between EEG data of pre- and post-test was carried out by the Wilcoxon signed ranks test and the matched pair t-test. Increased alpha2(10~12.9 Hz) power, unchanged beta(13~29.9 Hz) power, decreased theta(4~7.9 Hz) power and increased fronto-parietal, fronto-temporal correlations were showed in the experimental group, rather than in the control group. Also alpha1(10~12.9 Hz) coherence and alpha2 coherence increased but beta coherence decreased in the experimental group. The brain regions of increased theta coherence and decreased gamma(30~50 Hz) coherence were different in both groups. The results are interpreted as reflecting the improvements of thinking skills in the experimental group to use more integrated brain regions and more active thinking. Furthermore, it is suggested that hypothesis generation learning leads such changes of brain activities as we have found on this study.

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