EEG Dynamics Reflect Students’ Cognitive Process During High and Low Cognitive Conflict of Conceptual Change Event

• Main Authors: Shih, Chuan-Cheng, 施權城
• Other Authors: She, Hsiao-Ching
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/98782584722051628743

碩士 === 國立交通大學 === 教育研究所 === 104 === This study explores the EEG dynamics associate students’ underlying cognitive process during the high and low cognitive conflict of scientific conceptual change event. A total of fifty eight science-major students from the public universities in northern Taiwan were recruited to participate in this study. All of the participants received 22 high cognitive conflict and 18 high cognitive conflict scientific conceptual change event. During the scientific conceptual change events, they were required to predict the scientific phenomena and provide their scientific explanations after viewing the real scientific experiments video while their EEG also were collected. The results indicate that students predicted scientific phenomena with significant greater accuracy in the low cognitive conflict event than to the high cognitive conflict event. Similar pattern was observed for the forming scientific explanations which students tend to receive significant higher scores in the low cognitive conflict event than to the high cognitive conflict event. In addition, a larger number of students who can predict scientific phenomena correctly tend to provide correct scientific explanations in the low cognitive conflict event. The EEG results indicated that a significant greater ACC theta argumentation across all stages were observed in the high cognitive conflict event, than to the low cognitive conflict event. It also show that a greater parietal theta increases was observed in the stage of presenting the scientific question at high cognitive conflict event. Parietal alpha suppression also was observed in the stage of scientific question presentation and viewing the real scientific experiments video. Especially, there is a greater alpha suppression in the last part of forming their scientific explanation stage for the low cognitive conflict events while comparing the correct prediction than to the incorrect prediction questions. the, In addition, there is significant occipital theta augmentation and alpha suppression were observed in the stages of question presentation, predicting scientific phenomena, confirming confidence, and confirming conflict. However, only alpha suppression was observed in the viewing the real scientific experiments video.