教育神经科学在物理概念转变研究中的应用:ERP技术原理与实践案例

APPLICATION OF EDUCATIONAL NEUROSCIENCE IN THE STUDY OF PHYSICAL CONCEPT TRANSFORMATION:THE PRINCIPLES AND PRACTICE CASES OF ERP TECHNOLOGY

物理概念转变理论揭示了学生的物理概念重构与转变的过程,传统研究停留在行为、心理层面.物理概念转变活动的脑内过程和神经机制尚不明确.神经教育学的发展以及高时间分辨率的事件相关电位(ERP)技术的运用使得在微观层面研究学生物理概念转变过程与机制成为可能.文章深度解析了学生物理概念转变研究的ERP技术原理和实践案例,通过测量和分析物理概念冲突情景诱发的ERP成分的物理性质和时程特征,将物理概念转变过程还原到大脑神经活动的层面,揭示被试的“行为”,进而推断学生物理概念转变的过程和机制,为物理概念转变微观机制的循证研究提供有益借鉴.

The theory of physical concept transformation reveals the process of students′physical concept reconstruction and transformation.The traditional study stays at the behavioral and psychological levels,while the brain process and neural mechanism of physical concept transformation activities are still unclear.The development of educational neuroscience and the application of event-related potentials(ERP)with high time resolution make it possible to study the process and mechanism of students′physical concept transformation at the micro level.This paper deeply analyzes the principles of ERP technology in the study of students′physical concept transformation.By measuring and analyzing the physical properties and time-history characteristics of ERP components induced by the physical concept conflict scenarios,the process of physical concept transformation to the level of brain spiritual activities is restored.Thus,the"behavior"of the subjects is revealed and the process and mechanism of students’physical concept transformation is further inferred.It provides a useful reference for the evidence-based research on the micro mechanism of physical concept transformation.