Physical Experience Enhances Science Learning

Abstract

Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning.

Influence of Sensorimotor Experience on Understanding Center of Gravity

“…The lowest accuracies at pre-test and the greatest improvement at post-test were observed for questions where the balanced object was asymmetric, the system CoG was at a different location from the extended object CoG, and participants were asked to identify the balance point, or the location of the fulcrum or disk that would allow the extended object to balance. Prior research comparing embodied experience with observational experience in learning concepts related to angular momentum suggests that the gain in learning specifically due to embodied activities may be observed only for these more challenging questions [7]. Several factors pose challenges for making a clean comparison between the hands-on and embodied experiences in this study.…”

“…Applying similar ideas to physics education, a recent study [7] showed that students' understanding of the concepts of torque and angular momentum improved when students physically experienced the consequences of changing angular momentum by tilting the axle of a double bicycle wheel under various configurations, compared with students who observed the exercise and received visual information. In addition, functional Magnetic Resonance Imaging (fMRI) data for participants who had direct experience feeling the associated torque instead of observing forces being exerted on someone else showed activation of sensorimotor brain areas when they later applied these concepts within a scanner [7].…”

“…In addition, functional Magnetic Resonance Imaging (fMRI) data for participants who had direct experience feeling the associated torque instead of observing forces being exerted on someone else showed activation of sensorimotor brain areas when they later applied these concepts within a scanner [7].…”

Using the Force: STEM Knowledge and Experience Construct Shared Neural Representations of Engineering Concepts

“…To date, only a few neuroimaging studies have investigated learning directly related to physics and engineering knowledge (Kontra, Lyons, Fischer, & Beilock, 2015;Mason & Just, 2015. One of these studies (Mason & Just, 2015) examined successive stages of learning from lessons about the mechanical properties of a set of four mechanical systems.…”

Increasing Engagement in Materials Laboratory with Backward Design and Quadcopters

“…Sokoloff et al used active methods to enhance physics laboratories [9]. Kontra et al confirm that interacting with physical items improves learning [10]. One important feature of this project was the focus on making sure each student is active in learning.…”