PERC 2016 Abstract Detail Page
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| Abstract Title: | Classroom Instruction Promotes Posterior Medial Cortex Brain Activity During Problem-Solving |
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| Abstract: | Understanding of physics-related concepts is often quantified through physics problem-solving (PPS) assessments. However, no study has characterized neurobiological processes underlying PPS or skill development via classroom instruction. We used functional magnetic resonance imaging (fMRI) to delineate PPS brain networks and probe differences resulting from classroom instruction. 15 students underwent pre- and identical post-instruction PPS fMRI sessions. We assessed brain activity and identified regions more engaged post- relative to pre-instruction (P<0.05). Data revealed consistent fronto-parietal networks contributing to PPS. Moreover, significantly increased post-instruction fMRI activity in posterior medial cortex (PMC), accompanied by improved PPS scores, implicated this region's critical role in skill development. As PMC supports spatial memory and attentional focus [1,2], these novel neurobiological observations provide insight into how education experience may augment brain activity which, in turn, contributes to enhanced PPS skills. [1] Leech et al. 2014 Brain 137 [2] Vann et al. 2009 Nat Rev Neurosci 10 |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Jessica E Bartley Florida International University 11200 SW 8th St AHC-4 Room 380 Miami, FL 33199 Phone: 3039411053 |
| Co-Author(s) and Co-Presenter(s) |
Shannon Pruden, Eric Brewe, Matthew T. Sutherland, Angela R. Laird |
