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مقایسه دامنه مؤلفه P300 دانشجویان دارای دانش مفهومی و رویه ای سطح بالا با دانشجویان دارای دانش مفهومی و رویه ای سطح پایین در حل مسائل انتقال بین بازنمایی نموداری و جبری تابع | ||
| عصب روان شناسی | ||
| مقاله 4، دوره 3، شماره 11، اسفند 1396، صفحه 55-70 اصل مقاله (1 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| نجمه فرساد1؛ سید حسن علم الهدائی* 2؛ علی مقیمی3؛ سحر مقیمی4؛ مهدی جباری نوقابی5 | ||
| 1دانشجوی دکتری آموزش ریاضی دانشگاه فردوسی مشهد،مشهد،ایران. | ||
| 2استاد گروه ریاضی کاریردی،دانشکده علوم ریاضی، دانشگاه فردوسی مشهد،مشهد،ایران. | ||
| 3استاد گروه زیست شناسی،دانشکده علوم، دانشگاه فردوسی مشهد،مشهد،ایران. | ||
| 4استادیار گروه برق،دانشکده مهندسی، دانشگاه فردوسی مشهد،مشهد،ایران. | ||
| 5استادیار،گروه آمار،دانشکده علوم ریاضی،دانشگاه فردوسی مشهد،مشهد،ایران. | ||
| چکیده | ||
| مقدمه: در این مقاله به کمک پتانسیل‌های وابسته به رویداد (ERPs)، به بررسی تفاوت‌های الکتروفیزیولوژی دو گروه از دانشجویان، هنگام حل مسائل انتقال بین بازنمایی نموداری و جبری تابع، پرداخته می‌شود. روش: این پژوهش از نوع کمی و به روش نیمه آزمایشی می‌باشد. جامعه آماری شامل 177 نفر از دانشجویان سال اول رشته‌های مهندسی دانشگاه فردوسی مشهد هستند که به کمک یک آزمون ریاضی محقق ساخته به دو گروه دانش مفهومی و رویه‌ای سطح بالا (دانش سطح بالا) و گروه دانش مفهومی و رویه‌ای سطح پایین (دانش سطح پایین) تقسیم بندی شدند. از هر گروه 14 نفر به طور تصادفی انتخاب شده و در آزمایش اصلی شرکت کردند. یافته‌ها: نتایج نشان داد که تعداد پاسخ‌های درست در گروه دانش سطح بالا بیشتر از گروه دانش سطح پایین است. تفاوت معناداری بین سرعت پاسخ دوگروه مشاهده نشد. از لحاظ الکتروفیزیولوژی دامنه مؤلفه P300 گروه دانش سطح پایین، بیشتر از گروه دانش سطح بالا در الکترودهای نواحی O2,O1,P4,PZ,P3,CP6,CP5 بود. نتیجه‌گیری: تفاوت دامنه مؤلفه P300 در گروه دانش سطح پایین و دانش سطح بالا موید این است که افراد دارای دانش سطح بالا نسبت به افراد دارای دانش سطح پایین، از کارکرد مغزی بهینه‌تری برخوردار بوده و از استراتژی متفاوتی برای پردازش اطلاعات در حل مسائل استفاده می‌کنند. نتیجه‌ای که شاید نتوان به راحتی از داده‌های سنتی قلم و کاغذی به آن دست یافت. | ||
| کلیدواژه‌ها | ||
| دامنه مولفه P300؛ دانش مفهومی و رویه ای؛ بازنمایی نموداری و جبری تابع | ||
| عنوان مقاله [English] | ||
| The comparison of P300 amplitude in students with high and low conceptual and procedural knowledge on graphical and algebraic representation of function | ||
| نویسندگان [English] | ||
| Najmeh farsad1؛ Hassan Alamolhodaei2؛ Ali Moghimi3؛ Sahar Moghimi4؛ Mehdi Jabbari Nooghabi5 | ||
| 1Ph.D. student of mathematical education, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 2Professor of Applied Mathematics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 3Professor of Biology, Faculty of Science, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 4Assistant Professor of Electrical Engineering, Faculty of Engineering, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 5Assistant Professor, Department of Statistics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| چکیده [English] | ||
| Aim: The aim of this paper was to examine the electrophysiological differences between two groups of students during solving problems on translation between graphical and algebraic representations of functions. Methods: The research method of this paper was quantitative and quasi-experimental. We recruited 177 undergraduate male students studing engineering at Ferdowsi University of Mashhad. Using a a researcher-made mathematics exam they were divided into two groups; high conceptual and procedural knowledge group (HKG) and low conceptual and procedural knowledge group (LKG). Fourteen individuals were randomly selected from each group and participated in the ERPs experiment. Results: The number of true responses were higher for the HKG compared to the LKG. No significant differences were found between speed of response time of two groups. The ERP results showed that the P300 amplitude for the LKG was significantly higher than that of the HKG over CP5, CP6, P3, PZ, P4, O1 and O2 electrodes. Conclusion: It seems possible that the differences between P300 amplitude between LKG and HKG are probably due to different mental strategies adopted by the two aforementioned groups during problem solving. | ||
| کلیدواژه‌ها [English] | ||
| P300 amplitude, conceptual and procedural knowledge, graphical and algebraic representation | ||
| مراجع | ||
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