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Brain-based mechanisms underlying conceptual change in electricity

Steve Masson1*, Patrice Potvin1 and Martin Riopel1
  • 1 Université du Québec à Montréal, Département d'éducation et pédagogie, Canada

Some scientific concepts are particularly difficult to learn in class because their acquisition requires achieving what researchers call a "conceptual change" [1],[7],[6]. By using functional magnetic resonance imaging (fMRI), two pilot studies have recently investigated the underlying brain-based mechanisms related to conceptual change and have revealed significant differences between brain activity of experts (who have already completed a conceptual change) and novices (who have not yet achieved a conceptual change) in the areas of mechanics [2] and chemistry [5]. The results of these studies support the hypothesis that inhibition might play an important role in the process of conceptual change. To test this hypothesis in the area of electricity, we asked experts (n=10) and novices (n=11) in physics to answer questions related to electric circuits in an fMRI scan [3],[4]. The results of this study - which explores for the first time the brain mechanisms underlying conceptual change in electricity - are currently being analyzed and will be presented at the conference. It is expected that regions of prefrontal and anterior cingulate cortices, both involved in inhibition, will be more activated in the brain of experts (when compared to novices’ brain). The idea that conceptual change requires that some parts of the brain actively inhibit the neural networks usually leading to the formulation of non-scientific answers may have important pedagogical consequences. Indeed, it could mean that teachers should try to develop students’ capacity of inhibition rather than trying to eradicate or fundamentally transform students’ misconceptions.

References

1. diSessa, A. A. (2006). A history of conceptual change research: threads and fault lines. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 265-281). Cambridge, UK: Cambridge University Press

2. Dunbar, K. N., Fugelsang, J. A., & Stein, C. (2007). Do naïve theories ever go away? Using brain and behavior to understand changes in concepts. In M. C. Lovett & P. Shah (Eds.), Thinking with Data: 33rd Carnegie Symposium on Cognition (pp. 193-206). Mahwah, NJ: Erlbaum.

3. Masson, S., Potvin, P., & Riopel, M. (2008). Développement de tâches cognitives pour l’étude du changement conceptuel en physique à l’aide de l’imagerie par résonance magnétique fonctionnelle. Paper presented at the 76e Congrès de l'ACFAS, Centre des congrès de Québec.

4. Masson, S., Potvin, P., & Riopel, M. (2009). Utilisation de l'imagerie cérébrale pour la recherche en éducation scientifique. In M. Riopel, P. Potvin & J. Vázquez-Abad (Eds.), Utilisation des technologies pour la recherche en éducation scientifique. Québec: Les Presses de l'Université Laval.

5. Nelson, J. K., Lizcano, R. A., Atkins, L., & Dunbar, K. (2007, November 17). Conceptuel judgments of expert vs. novice chemistry students: an fRMI study. Paper presented at the 48th Annual meeting of the Psychonomic Society, Hyatt Regency Hotel Long Beach, California.

6. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.

7. Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45-69.

Conference: EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010.

Presentation Type: Poster Presentation

Topic: Science learning

Citation: Masson S, Potvin P and Riopel M (2010). Brain-based mechanisms underlying conceptual change in electricity. Front. Neurosci. Conference Abstract: EARLI SIG22 - Neuroscience and Education. doi: 10.3389/conf.fnins.2010.11.00064

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Received: 31 May 2010; Published Online: 31 May 2010.

* Correspondence: Steve Masson, Université du Québec à Montréal, Département d'éducation et pédagogie, Montréal, Canada, steve.masson@me.com