A Study on the Organization of Observations and Experiments in Science Teaching (VII) -Factor analysis of electroencephalogram, plethysmogram and electro-oculogram induced by comparing objects to recognize identity and difference-

本研究は,児童・生徒の自然認識に伴う心理生理的活動の解析をとおして,理科教育の具備すべき条件を明らかにしようとする研究の一部を担うものである。本小論においては,自然認識の基盤となる比較操作における差違異同の関係づけおよびその結果としての同一性認知・差違性認知に伴う心理生理的活動を明らかにしようとするものである。男子学生10人を学習者とし,指標としては脳波の単位時間トータルパワー・θ波帯域パワー含有率・α波帯域パワー含有率・β波帯域パワー含有率,脈波の周期・電位および角膜網膜電位反射を用い,主因子法により分析した。分析場面は,閉眼安静時,同一性認知までの過程,同一性認知時,差違性認知までの過程,差違性認知時の5場面であった。その結果,以下の4点が指摘できた。(1)同一性認知までの過程と差違性認知までの過程における因子構造が強い類似性を示したことから,両者における心理生理的活動には差がない。(2)同一性認知時と差違性認知時の因子構造が異なったことから,両者における心理生理的活動は異なる。(3)同一性あるいは差違性認知の過程とそれらの判断時のそれぞれの因子構造が異なったことから,過程と判断時の心理生理的活動は異なる。(4)閉眼安静時の因子構造も他の場面と異なるものであり,上記各場面の心理生理的活動はそれぞれ独自のものである。This is a basic research to clarify the necessary conditions for organizing the teaching of school science based on the child's cognitive process. The objective of this experiment is to make clear the pshycho-physiological activities induced by comparing objects in order to recognize their identity and difference. The study was undertaken to measure electroencephalogram, plethysmogram and electro-oculogram in 10 male students, in place of children, as induced by recognizing identity and difference. Seven variables from them were analyzed as indexes by using R-mode factor analysis. The experiment had five stages, which were rest time (RES), process of recognizing identity (PRI), conclusion of recognizing identity (CRI), process of recognizing difference (PRD), and conclusion of recognizing difference (CRD). The results were summarized as follows; (1) Psycho-physiological activities induced by PRI and by PRD had the same factor structure. (2) The activities induced by CRI and by CRD showed different factor structures from each other. (3) The activities induced by PRI and by CRI showed different factor structures, and also, PRD and CRD had different factor structures from each other. From these, it is considered that each of the five stages on comparing objects had their own peculiar psycho-physiological activities, except the processes of recognizing identity and difference, which show similarity