探討高低認知衝突科學概念改變歷程中學習者之腦波動態變化

Abstract

本研究目的探討學生在面對高、低認知衝突之科學概念改變歷程,並收集學生的學 習行為資料及腦波資料,以了解學習者產生認知衝突時的認知歷程與大腦動態變化。參 與本研究的受試者共有 58 位來自台灣北部公立大學且均為科學主修的學生,研究設計 經由前導實驗將 40 個科學問題區分為高認知衝突 22 題及低認知衝突 18 題。所有學生 均參與 40 個概念改變學習事件,並蒐集其預測科學現象正確程度、解釋科學現象的結 構式晤談資料、思考時間等學習行為資料,以及 3 個與學習相關腦區的事件相關頻譜擾 動與其頻譜強度等腦波資料。 學習行為資料研究結果顯示,高認知衝突組之科學概念改變歷程的預測科學現象的 正確率與解釋科學現象的正確分數皆低於低認知衝突的組別,並經由成對樣本 t 檢定達 到統計顯著。在低認知衝突組別中,預測科學現象與解釋科學現象彼此相關,並經由卡 方檢定達到統計顯著,預測正確者多能正確地解釋科學現象。大腦腦波研究結果顯示, 前扣帶回 theta 波在高認知衝突之科學概念改變歷程所有階段皆有活化情形,並且顯著 高於低認知衝突組,alpha 波無明顯差異。頂葉 theta 波在高認知衝突之科學概念改變歷 程觀看問題時有活化情形,頂葉 alpha 波在觀看問題與觀看影片的階段出現明顯抑制的 情形,且在低認知衝突之科學概念改變歷程的思考科學解釋階段後半段,學生正確預測 科學現象相較於預測錯誤有較強 alpha 波抑制。枕葉則在觀看問題、預測答案、回答信 心、回答衝突等階段出現 theta 波活化以及 alpha 波抑制的情形,然而在觀看影片的階段, alpha 波有明顯的抑制情形,而 theta 波沒有活化情形發生。

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.