The effects of alpha-neurofeedback (ANF) on electroencephalographic alpha-activity were investigated. Each session consisted of a 2.5-min eye-opened state and 17.5-min of ANF, which was divided into 16 1.25-min bins. Alpha amplitudes were gradually increased as the session was repeated. The maximum value at the start of ANF gradually decreased as time passed, but the slowdown of alpha-activity during each session was decreased as the session was repeated. The correlation between alpha-activity at the end of ANF and at the following session's eye-opened state was highly significant. These results showed that ANF enhances the ability of alpha-activity to maintain itself rather than the increase of alpha-amplitude during intrasession and that the maintained alpha-activity during former training remained until the next session.
This study investigated the features of elementary students’ problem solving skills, when teachers provide scaffolding in the process of solving an ill-structured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.
This article examines the use and application of an ill-structured problem to pre-service elementary teachers in Korea in order to find implications of pre-service teacher education with regard to contextualized problem solving by analyzing experiences of illstructured problem solving. Participants were divided into small groups depending on the levels of motivation. They participated in a five-step phase labeled A-B-C-D-E [Analyze/Browse/Create/Decision-Making/Evaluate] for problem solving. Result showed that the phase-specific analysis of ill-structured problem solving processes from the levels of motivation could decide the quality of their problem solving in subsequent phases.
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