The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity
Abstract
Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically.
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Cites
Accommodation of a scientific conception: Toward a theory of conceptual change
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“…right temporoparietal region (which includes the angular gyrus) plays a role in the attribution of beliefs or intentions to others (Saxe, Whitfield-Gabrieli, Scholz, & Pelphrey, 2009), in shifting attention (Mitchell, 2007), and in the feeling of being outside one’s own body (Blanke et al., 2005).”
BackgroundActivity in Right Temporo-Parietal Junction is Not Selective for Theory-of-Mind
Mitchell, J. P. (2008) · Cerebral Cortex · doi:10.1093/cercor/bhm051 · Cited by 469 · cited 2×
“…right temporoparietal region (which includes the angular gyrus) plays a role in the attribution of beliefs or intentions to others (Saxe, Whitfield-Gabrieli, Scholz, & Pelphrey, 2009), in shifting attention (Mitchell, 2007), and in the feeling of being outside one’s own body (Blanke et al., 2005).”
BackgroundKelemen, D., Rottman, J., & Seston, R. (2013) · Journal of Experimental Psychology: General · doi:10.1037/a0030399 · Cited by 429
Scientific knowledge suppresses but does not supplant earlier intuitions
Shtulman, A., & Valcarcel, J. (2012) · Cognition · doi:10.1016/j.cognition.2012.04.005 · Cited by 418
Brain regions for perceiving and reasoning about other people in school-aged children
Saxe, R. R., Whitfield-Gabrieli, S., Scholz, J., & Pelphrey, K. A. (2009) · Child Development · doi:10.1111/j.1467-8624.2009.01325.x · Cited by 234
Cited by
Kim, M., Duncan, C., Yip, S., & Sankey, D. (2025) · Educational Philosophy and Theory · doi:10.1080/00131857.2024.2441389 · Cited by 21
Metadata
- Authors
- Masson, S., Potvin, P., Riopel, M., & Foisy, L. B.
- Venue
- Mind, Brain, and Education
- Publisher
- Wiley
- Published
- 2014-01-29
- Volume
- 8
- Issue
- 1
- Pages
- 44-55
- ISSN
- 1751-2271 (ISSN-L)
- 1751-228X
- OpenAlex
- W2121169557
- Cited by
- 161
- References
- 9
- FWCI
- 58.08
- Type
- journal article
- Language
- en
- Open access
- closed
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