RT Journal Article
SR Electronic
T1 Brain activity links performance in science reasoning with conceptual approach
JF bioRxiv
FD Cold Spring Harbor Laboratory
SP 526574
DO 10.1101/526574
A1 Jessica E. Bartley
A1 Michael C. Riedel
A1 Taylor Salo
A1 Emily R. Boeving
A1 Katherine L. Bottenhorn
A1 Elsa I. Bravo
A1 Rosalie Odean
A1 Alina Nazareth
A1 Robert W. Laird
A1 Matthew T. Sutherland
A1 Shannon M. Pruden
A1 Eric Brewe
A1 Angela R. Laird
YR 2019
UL http://biorxiv.org/content/early/2019/01/23/526574.abstract
AB 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 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 using similar physics conceptions, and probed for brain differences linked with different conceptual approaches. We found 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 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 insight into effective classroom practices to promote student success.