A Comparison of Pedagogical Approaches in Science Teaching and Learning via Cognitive Demand and Cognitive Dynamics Using Hemodynamic Response

• In Event: 44.048 - Using Neuroscience Methods to Study Learning: Focus on the Process, Not Just the Outcomes

Abstract

The Next Generation Science Standards have increased the focus on the use of cognitive strategies in the science classroom. This increased focus has created the need to examine claims regarding pedagogical approaches, such as ‘cognitive demand’ and ‘cognitive dynamics’, that impact underlying cognitive functions. In order to address this need, this neuroimaging study examines three pedagogical approaches thought to create differences in learning outcomes related to science content knowledge of students. Specifically, this analysis compares science based Serious Educational Games, laboratory based learning, and lecture based instruction.

The purpose of this study was to investigate differences in the level of hemodynamic response (used as a proxy for ‘cognitive demand’ and ‘cognitive dynamics’) as it related to three different pedagogical approaches of teaching the processes of DNA extraction in life science. The first approach was a ‘traditional classroom’ using lecture based learning approaches. Lectures were delivered in a standard classroom with a white board in which students took notes and asked questions of the instructor. The second approach used an immersive Serious Educational Game in which students completed a virtual DNA extraction protocol. The third approach was the use of a ‘hands-on’ ‘real-life’ laboratory in which the students engaged in the DNA extraction protocol found in the Serious Education Game.

Functional near-infrared spectroscopy (fNIRs) technology was used in this study to examine hemodynamic localization and relative cognitive dynamics and demand associated with each condition. The hypothesis was that students in the Serious Educational Game group would have a greater amount of localized, yet less intensive, activation in the frontal cortical regions than students in the traditional group. The second hypothesis was that the group engaged in the virtual DNA extraction would have the same types and intensity of activation as those students engaged in the ‘real-life’ DNA extractions. In addition to examination of cognitive demand and dynamics via hemodynamic activations, learning gains were triangulated using a content based pretest and posttest approach.

All student participants (n=100) were tested prior to the interventions in order to determine their level of knowledge about DNA extraction. Results suggest that the group using the virtual laboratory had a significantly higher score increase on the posttest compared to the traditional group and the virtual laboratory group did not statistically significantly differ from the real-life laboratory group. Analysis of fNIR data indicates that there is statistically significantly more hemodynamic response in the frontal cortex when students are playing the educational game compared to students learning through traditional lecture techniques. More importantly, measures of virtual environment hemodynamic responses did not differ from those of the ‘real-life’ laboratory in either location or intensity. These results suggest that realistic game based environments and ‘real-life’ laboratory activities activate and produce similar amounts of processing and learning.

Author

• Richard Lamb, Washington State University - Pullman