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- W2016021254 endingPage "36" @default.
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- W2016021254 abstract "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." @default.
- W2016021254 created "2016-06-24" @default.
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- W2016021254 date "2015-03-01" @default.
- W2016021254 modified "2023-10-18" @default.
- W2016021254 title "Is inhibition involved in overcoming a common physics misconception in mechanics?" @default.
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- W2016021254 doi "https://doi.org/10.1016/j.tine.2015.03.001" @default.
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