کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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3094432 | 1581434 | 2015 | 11 صفحه PDF | دانلود رایگان |
Science education is often challenged by students׳ misconceptions about various phenomena. Recent studies show that these misconceptions coexist with scientific conceptions, even after a conceptual change occurs. However, the mechanisms involve in overcoming the interference caused by this coexistence remain poorly understood. A possible explanation is that inhibition could play a role in learning science. An fMRI protocol was used to obtain functional brain images of novices and experts while performing a cognitive task in mechanics, a scientific discipline for which misconceptions are known to be frequent and persistent. The results show that experts, significantly more than novices, activate brain areas associated with inhibition: the right ventrolateral prefrontal cortex and the left dorsolateral prefrontal cortex. This suggests that the experts׳ misconceptions in mechanics have not been eradicated or transformed during learning; they would rather have remained encoded in their brain and were then inhibited to provide a correct answer.
Journal: Trends in Neuroscience and Education - Volume 4, Issues 1–2, March–June 2015, Pages 26–36