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생물 분류와 무생물 분류과정의 두뇌 활성 비교를 통한 예비교사의 분류전략에 대한 인지적 분석

The Cognitive Analysis of Classification Strategy by Comparison of Science Pre-service teachers’ Brain activations during Animate and Inanimate Classification

변정호
뇌·AI기반교육연구소 (Institute of Brain·AI based Education)|2021.06|Brain, Digital, & Learning|제11권 제2호|pp. 183-197|DOI https://doi.org/10.31216/BDL.20210012

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키워드

Classificationpre-service teacheranimateinanimatecognitive strategy

초록

The classification is one type of convergent problem-solving in the context of creative problem-solving. The classification learning method in curriculum and textbook is not discriminate using the animate and inanimate object as learning material. However, the classification of animate and inanimate is related to the different neurological systems of the human brain. For the success of classification learning in class, we need to clarify pre service teacher’s cognitive strategy during animate and inanimate classification involved categorization. The researcher recruited 24 pre-service teachers to investigate brain activation during the classification of animate and inanimate using fMRI. As a result of this study, the researcher could find the similarity and difference of brain activation between animate and inanimate classification. The activation of DLPFC, PMC, the secondary visual cortex in the human brain equally checked out on animate and inanimate classification. Also the activation of LIP in the parietal region was showed on inanimate classification, and the activation of the occipitotemporal cortex was confirmed on animate classification. Consequently, pre-service teachers’ animate classification was related to the frontal temporal path of information processing, and inanimate classification was related to the frontal-parietal path of information processing.

Abstract

The classification is one type of convergent problem-solving in the context of creative problem-solving. The classification learning method in curriculum and textbook is not discriminate using the animate and inanimate object as learning material. However, the classification of animate and inanimate is related to the different neurological systems of the human brain. For the success of classification learning in class, we need to clarify pre service teacher’s cognitive strategy during animate and inanimate classification involved categorization. The researcher recruited 24 pre-service teachers to investigate brain activation during the classification of animate and inanimate using fMRI. As a result of this study, the researcher could find the similarity and difference of brain activation between animate and inanimate classification. The activation of DLPFC, PMC, the secondary visual cortex in the human brain equally checked out on animate and inanimate classification. Also the activation of LIP in the parietal region was showed on inanimate classification, and the activation of the occipitotemporal cortex was confirmed on animate classification. Consequently, pre-service teachers’ animate classification was related to the frontal temporal path of information processing, and inanimate classification was related to the frontal-parietal path of information processing.

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