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Learning-Related Changes in Adolescents’ Neural Networks During Hypothesis-Generating and Hypothesis-Understanding Training

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Abstract

Fourteen science high school students participated in this study, which investigated neural-network plasticity associated with hypothesis-generating and hypothesis-understanding in learning. The students were divided into two groups and participated in either hypothesis-generating or hypothesis-understanding type learning programs, which were composed of 12 topics taught over a 12-week period. To measure change in student competence and brain networks, a paper & pencil test and an fMRI scanning session were administered before and after the training programs. Unlike the hypothesis-understanding group, a before and after training comparison for the hypothesis-generating group showed significantly strong changes in hypothesis explanation quotients and functional brain connectivity associated with hypothesis-generating. However, for the hypothesis-understanding group, the brain network related to hypothesis-understanding significantly strengthened, not from hypothesis-generating type learning, but from hypothesis-understanding type learning. These findings suggest that for hypothesis-generating and hypothesis-understanding there are at least two specialized brain network systems or processes at work in the brain. Furthermore, hypothesis-generating competence could be developed by appropriate training programs such as teaching by way of active hypothesis generation rather than present passive expository teaching practices.

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Acknowledgment

This work was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) grant funded by the Korea government (MEST) (Grant No. NRF 2009-0053595).

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Authors and Affiliations

  1. Division of Science Education, Biology Education Major, Chonbuk National University, Jeonju, 561-756, Republic of Korea

    Jun-Ki Lee

  2. Department of Biology Education, Korea National University of Education, Cheongwon, 363-791, Republic of Korea

    Yongju Kwon

Authors
  1. Jun-Ki Lee
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  2. Yongju Kwon
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Correspondence to Yongju Kwon.

Appendices

Appendix 1

See Table 8.

Table 8 Training program: topics of instruction
Full size table

Appendix 2

2.1 Sample of a Learner’s Guide For the Hypothesis-Generating Learning Program

  • Rubber arm illusion (8th week)

Sometimes we see people with amputated feet or arms due to an accident. The main suffering these patients endure is “phantom limb pain”. While engaging in this activity, carefully observe your sensations and perceptions, and then search for reasons you felt or thought as you did during the activity.

Materials

Methods

  1. 1.

    Put on the arm warmers: one on the imitation rubber arm and one on your own arm. If you put one of the warmers on a left rubber arm, put the other warmer on your right arm.

  2. 2.

    To prevent yourself from seeing your actual arm, place your own arm on the other side of the upright partition (out of view).

  3. 3.

    Your partner must sit opposite you at the table and touch both the rubber arm and your visible arm at the same time.

  4. 4.

    After touching both the rubber and real arm for some period of time, your partner should suddenly pinch the rubber arm.

  5. 5.

    Carefully observe your reaction and response patterns.

  6. 6.

    Consider why this strange feeling happened. Then, seek causes for this phenomenon.

Particulars

  1. 1.

    The rubber arm used in this activity was taken from a mannequin, and can be easily purchased at any store.

  2. 2.

    Partners should touch the same part of both the rubber arm and the actual arm of their partner.

  3. 3.

    Be careful that the partner does not pinch the rubber arm too quickly.

Appendix 3

See Table 9.

Table 9 Worksheet for the hypothesis-generating learning program lessons
Full size table

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Lee, JK., Kwon, Y. Learning-Related Changes in Adolescents’ Neural Networks During Hypothesis-Generating and Hypothesis-Understanding Training. Sci & Educ 21, 1–31 (2012). https://doi.org/10.1007/s11191-010-9313-4

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