• The Science & Technology
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• no.5 s.420
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• pp.110-111
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• 2004

• The Science & Technology
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• no.2 s.429
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• pp.40-41
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• 2005

• The Science & Technology
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• s.474
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• pp.36-38
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• 2008

• The Science & Technology
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• s.474
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• pp.42-45
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• 2008

• The Science & Technology
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• s.474
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• pp.46-49
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• 2008

• The Science & Technology
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• s.474
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• pp.32-35
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• 2008

• The Science & Technology
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• s.513
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• pp.50-53
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• 2012

• Journal of Science Education
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• v.46 no.1
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• pp.30-39
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• 2022

The purpose of this study is to compare and analyze secondary school student's brain activity on assimilation, conflict, and accommodation processes of self-regulation. The self-regulation task was presented a biological phylogenetic task, and the brain activity was measured and analyzed with fNIRS. As a result, a significant activation was found in the left DLPFC, OFC, and FP regions in the conflict process compared to the assimilation process, and a significant activation was found in DLPFC and VLPFC in the accommodation process. As the age increase, the DLPFC also increases in the conflict process and VLPFC increases in the assimilation process. In addition, comparing conflict and accommodation process, the 7th grade students show a significant brain activity in the right VLPFC, the 9th grade students show significant brain activity in the left FP and DLPFC areas in the accommodation process. However, the 11th grade students did not show any significant brain activity at this process. These results presumably show that the neurological research method could be applied to educational research in cognitive activity and classroom instructional situation.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.805-813
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• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.

• The Science & Technology
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• v.17 no.9 s.184
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• pp.21-24
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• 1984

번호를 기억하는 전화기 / 바퀴벌레 없는 세상이 온다 / 보스턴 과학자들 상어의 연골에서 항암물질 찾는다 / 칼러사진을 수초내에 전송 / 어디서나 사용할 수 있는 인스탄트 X선 장치 / 밝혀지는 뇌의 약물수용체