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Journal article
Brain activity links performance in science reasoning with conceptual approach
NPJ science of learning, v 4(1)
02 Dec 2019
PMID: 31814997
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
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.
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Details
- Title
- Brain activity links performance in science reasoning with conceptual approach
- Creators
- Jessica E. Bartley - Florida International UniversityMichael C. Riedel - Florida International UniversityTaylor Salo - Florida International UniversityEmily R. Boeving - Florida International UniversityKatherine L. Bottenhorn - Florida International UniversityElsa I. Bravo - Florida International UniversityRosalie Odean - Florida International UniversityAlina Nazareth - Temple UniversityRobert W. Laird - Florida Int Univ, Dept Phys, Miami, FL 33199 USAMatthew T. Sutherland - Florida International UniversityShannon M. Pruden - Florida International UniversityEric Brewe - Drexel UniversityAngela R. Laird - Florida International University
- Publication Details
- NPJ science of learning, v 4(1)
- Publisher
- NATURE PORTFOLIO
- Number of pages
- 8
- Grant note
- K01DA037819; U54MD012393; R01 DA041353; U01 DA041156 / NIH; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA CNS 1532061; REAL DRL-1420627; 1631325 / NSF; National Science Foundation (NSF) FIU Graduate School Dissertation Year Fellowships
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000609469900001
- Scopus ID
- 2-s2.0-85096675464
- Other Identifier
- 991019168595704721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Neurosciences
- Psychology, Experimental