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与积极和基于讲座的物理学习相关的海马功能连接性变化

Donisha D Smith¹, Jessica E Bartley², Julio A Peraza²

¹Department of Psychology, Florida International University, Miami, FL, USA.

bioRxiv : the preprint server for biology

|October 3, 2025

概括

物理课程中的积极学习增强了海马与参与体验学习的关键大脑区域的海马连接. 然而,被动学习显示了与观察相关的区域的连接性增加,这表明积极与被动参与的不同神经生物学途径.

科学领域:

神经科学是一个神经科学.
认知科学认知科学
物理教育物理教育

背景情况:

介绍物理课程努力调和新的概念与学生的误解.
积极学习策略对于复杂的物理学是有效的,但它们的神经生物学基础尚不清楚.
海马对于学习和记忆至关重要,因此它是研究的关键领域.

研究的目的:

调查大学物理学的积极与基于讲座的学习的神经生物学基础.
使用功能磁共振成像 (fMRI) 检查海马全脑连接的变化.
了解不同的教学方法如何影响与学习相关的大脑连接.

主要方法:

功能磁共振成像 (fMRI) 用于评估大脑连接.
积极学习和以讲座为基础的物理课程的学生在15周的学期之前和之后进行了扫描.
分析了海马全脑连接的变化.

主要成果:

随着时间的推移,海马与额叶和叶的连接性在两组中都下降了.
积极学习的学生表现出海马与表层,小脑和额头区域的连接性增加.
基于讲座的学生表现出海马与状环的连接性增加,这与被动观察有关.

结论:

虽然一些海马连接可能会自然减少,但积极学习优先增强与建设主义原则相关的连接.
被动学习与与视觉观察相关的大脑区域连接性增加有关.
研究结果突出了在物理教育期间,主动与被动学习对海马的独特的神经生物学影响.

关键词:

教育神经科学教育神经科学功能磁力共振成像 (fMRI) 是一种功能性磁共振成像技术功能性磁共振成像技术在海马体内,海马体物理认知认知静止状态功能连接功能连接基于任务的功能连接功能.

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