Executive function of the brain and its influences on understanding of physics concept

IF 3.4 Q2 NEUROSCIENCES
Mohd Nor Syahrir Abdullah , Mageswary Karpudewan , Bala Murali Tanimale
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引用次数: 5

Abstract

Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students’ understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.

脑的执行功能及其对物理概念理解的影响
神经科学研究的进展为大脑执行功能的发展及其对理解科学概念的影响带来了新的见解。本研究旨在探讨青少年EF的三个主要组成部分:工作记忆、抑制、设定转移和力概念理解之间的关系。本研究还探讨了性别如何调节英语学习各成分与理解之间的关系。使用剑桥神经心理测试自动化电池来评估学生的工作记忆、抑制和场景转移水平。力概念测试测试学生的理解力。采用Smart-PLS分析来检验EF的三个组成部分与理解之间的关系;以及性别是如何调节关系的。结果显示,工作记忆与学生对力概念的理解呈显著正相关。相反,设置转移和抑制都表现出不显著的关系。研究结果还表明,性别不显著调节关系。这些发现对物理教师指导他们设计课程和选择适当的教学策略是有用的,考虑到EF的组成部分在教授有关力的课程中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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