Brain activity links performance in science reasoning with conceptual approach.
Education
Problem solving
Journal
NPJ science of learning
ISSN: 2056-7936
Titre abrégé: NPJ Sci Learn
Pays: England
ID NLM: 101689142
Informations de publication
Date de publication:
2019
2019
Historique:
received:
15
10
2018
accepted:
21
10
2019
entrez:
10
12
2019
pubmed:
10
12
2019
medline:
10
12
2019
Statut:
epublish
Résumé
Understanding how students learn is crucial for helping them succeed. We examined brain function in 107 undergraduate students during a task known to be challenging for many students-physics problem solving-to characterize the underlying neural mechanisms and determine how these support comprehension and proficiency. Further, we applied module analysis to response distributions, defining groups of students who answered by using similar physics conceptions, and probed for brain differences linked with different conceptual approaches. We found that integrated executive, attentional, visual motion, and default mode brain systems cooperate to achieve sequential and sustained physics-related cognition. While accuracy alone did not predict brain function, dissociable brain patterns were observed when students solved problems by using different physics conceptions, and increased success was linked to conceptual coherence. Our analyses demonstrate that episodic associations and control processes operate in tandem to support physics reasoning, offering potential insight to support student learning.
Identifiants
pubmed: 31814997
doi: 10.1038/s41539-019-0059-8
pii: 59
pmc: PMC6889284
doi:
Types de publication
Journal Article
Langues
eng
Pagination
20Subventions
Organisme : NIDA NIH HHS
ID : K01 DA037819
Pays : United States
Organisme : NIDA NIH HHS
ID : R01 DA041353
Pays : United States
Informations de copyright
© The Author(s) 2019.
Déclaration de conflit d'intérêts
Competing interestsThe authors declare no competing interests.
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