Learning-related changes during the hypothesis-generating and hypothesis-understanding in the students' brain
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1
Korea National University of Education, Republic of Korea
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2
NYU, United States
The fourteen science high school students participated in the study of neural network’s functional plasticity associated with hypothesis-generating and hypothesis-understanding in the biology learning. They divided two groups, and they have experienced the hypothesis-generating or the hypothesis-understanding style learning-programs one topic per week during twelve weeks. To detect changing patterns of students, this study was conducted to them a paper & pencil test and an fMRI measurement twice. Our results shows that it was strengthen functional connectivity network of the generating group who have experienced hypothesis-generating style learning whereas weaken functional connectivity network of the understanding group who have experienced hypothesis-understanding style learning during the hypothesis generation. However, the brain network which is related to hypothesis-generating doesn’t strengthen through the hypothesis-understanding style learning because the two networks are independent and dissociating processes. Taken together, it concludes that students’ improvement of the scientific hypothesis-generating ability as a result of functional plasticity of their brain network after instruction and especially it resulted from strengthening an interconnectionship of their functional connectivity network.
Conference:
41st European Brain and Behaviour Society Meeting, Rhodes Island, Greece, 13 Sep - 18 Sep, 2009.
Presentation Type:
Poster Presentation
Topic:
Poster presentations
Citation:
Park
J,
Lee
J and
Kwon
Y
(2009). Learning-related changes during the hypothesis-generating and hypothesis-understanding in the students' brain.
Conference Abstract:
41st European Brain and Behaviour Society Meeting.
doi: 10.3389/conf.neuro.08.2009.09.252
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Received:
12 Jun 2009;
Published Online:
12 Jun 2009.
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Correspondence:
Jin-Seon Park, Korea National University of Education, Cheongwon, Republic of Korea, aplacsas@empal.com