• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.159-166
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• 2006

Changes in the brain activities following pre-service elementary teachers' learning hypothesis-generation were investigated using the analysis of EEG relative power and EEG coherence. In this study, the experimental group (n=16) were trained using learning methods for hypothesis-generation and the control group(n=16) were trained using learning methods for hypothesis-reception over the course of 8 weeks. EEG was measured before and following the learning process for both groups. Decreased theta ($4{\sim}7.9Hz$)/alpha 1 ($8{\sim}9.9Hz$) power and increased alpha 2 ($10{\sim}l2.9Hz$)/beta ($13{\sim}29.9Hz$)/gamma ($30{\sim}50Hz$) power were showed in the experimental group. Additionally, many changes in brian activities were observed for theta, beta and gamma coherence in the experimental group. In particular, fronto-parietal coherence increased in the experimental group. These differences in brain activities between the two groups suggest that the learning for subjects' hypothesis generation presumably leads to interesting changes in some types of brain activities in pre-service elementary teachers.