Functional magnetic resonance imaging (fMRI) will be used to directly examine brain networks associated with semantic memory and reasoning and determine the extent to which these networks are differentially engaged during physics problem solving. Two groups of college students, from lecture and modeling instruction classrooms, will undergo fMRI before and after a semester of introductory physics with calculus. We will investigate how brain networks associated with STEM learning change during the course of the semester, how different teaching approaches impact learning in the brain (i.e., traditional large lectures vs. small group active-learning experiences), and how the neural mechanisms associated with learning STEM skills may differ for men and women.
