The Class Process Analysis Based on 2E for Promoting Elementary Teacher's Expertise

The purpose of this study is to analyze of elementary science students’ learning behavior, attention and affective characteristics based on 2E(Eye-tracking & EEG). The participants in this study were six 6^thgrade elementary students. The participants were divided into two groups (high group and low group) based on their science academic achievement. This study’s method was the analysis of real-time eye movement data (EMD) and EEG during science class. SMI's Eye Tracking Glasses 1.0(30Hz) and Emotive EPOC were used to collect EMD and EEG data. Experiment 3.4 and BeGaze 3.4 programs were used to plan the experiment and to analyze EMD & EEG. The results of this study were as follows. First, the actual learning time of the high academic achievement group was longer than the low group according to analysis of students' fixation eye movements. Second, the change in students’ affective characteristics was proved scientifically through integrative analysis of visual attention, EEG and retrospective interview. Third, effective and ineffective instructional behaviors were found through the analysis of the learning attention. Finally, to analyze teaching-learning attention between student and teacher interaction, a multifaceted brain functional class course analysis model was developed based on the EMD and EEG. To promote teacher's expertise we must start by understanding student's learning behavior, attention and affective characteristics. I expect that many educational researchers will utilize this study's results to develop a more effective way of teaching and apply it on students who have difficulty in elementary science.