Browsing by Author "Lai, Kevin"

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Encoding of Physics Concepts: Concreteness and Presentation Modality Reflected by Human Brain Dynamics
(2012-07-27)
Lai, Kevin
;
She, Hsiao-Ching
;
Chen, Sheng-Chang
;
Chou, Wen-Chi
;
Huang, Li-Yu
Previous research into working memory has focused on activations in different brain areas accompanying either different presentation modalities (verbal vs. non-verbal) or concreteness (abstract vs. concrete) of non-science concepts. Less research has been conducted investigating how scientific concepts are learned and further processed in working memory. To bridge this gap, the present study investigated human brain dynamics associated with encoding of physics concepts, taking both presentation modality and concreteness into account. Results of this study revealed greater theta and low-beta synchronization in the anterior cingulate cortex (ACC) during encoding of concrete pictures as compared to the encoding of both high and low imageable words. In visual brain areas, greater theta activity accompanying stimulus onsets was observed for words as compared to pictures while stronger alpha suppression was observed in responses to pictures as compared to words. In general, the EEG oscillation patterns for encoding words of different levels of abstractness were comparable but differed significantly from encoding of pictures. These results provide insights into the effects of modality of presentation on human encoding of scientific concepts and thus might help in developing new ways to better teach scientific concepts in class.
Exploring quadrilaterals in a small group computing environment
(2012-11-01)
Lai, Kevin
;
White, Tobin
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教育研究所
;
Institute of Education
Though cooperative learning has been a topic of considerable interest in educational research, there has been little study specific to learning in the mathematics content area of geometry. This paper seeks to address that gap through a design experiment featuring a novel small-group computing environment for supporting student learning about quadrilaterals. In this design, each student controls a unique point in a shared geometric space, and those points are linked such that a group of four students collectively forms a quadrilateral. We first present results from pre- and post-measures to show how the students learned from the activities and developed in terms of geometric reasoning. We then present three episodes, elaborated with the notion of appropriation, to explain how students took up ways of using the technological tools and of talking about geometric concepts from one another in the interactive environment. Our study found that students achieved learning gains in this novel environment, that the environment provided rich opportunities for peer interaction around geometric objects, and that student learning opportunities and interactions were characterized by processes of appropriating ways of talking about and using software features. (c) 2012 Elsevier Ltd. All rights reserved.