In this study, we are investigating how students learn universal scientific concepts (such as energy) that are taught to students in various educational contexts (e.g., chemistry, physics, and biology). Learning about cross-cutting concepts in these different contexts can often lead students to compartmentalize their knowledge, rather than to consider these concepts as unified ideas across several different domains. This experiment investigates the cognitive and neural processes involved when students activate cross-related concepts, specifically through the priming of related targets in the cerebral hemispheres in a divided visual field paradigm. We will compare how the brain's left and right hemispheres process concepts related to chemistry and physics for beginning and more experienced students in these fields. By using cognitive neuroscience methodologies, a more comprehensive understanding of how context (<i>e.g.</i>, in class, in textbooks, in practice problems) affects knowledge could aid students in better understanding universal scientific concepts across different disciplines.

Understanding energy across disciplines

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.