Published Issues

Volume 14 (2019)
Volume 14 Issue 9

(2019)
Volume 14 Issue 8

(2019)
Volume 14 Issue 7

(2019)
Volume 14 Issue 6

(2019)
Volume 14 Issue 5

(2019)
Volume 14 Issue 4

(2019)
Volume 14 Issue 3

(2019)
Volume 14 Issue 2

(2019)
Volume 14 Issue 1

(2019)
Volume 13 (2018)
Volume 13 Issue 10

(2018)
Volume 13 Issue 9

(2018)
Volume 13 Issue 8

(2018)
Volume 13 Issue 7

(2018)
Volume 13 Issue 6

(2018)
Volume 13 Issue 5

(2018)
Volume 13 Issue 4

(2018)
Volume 13 Issue 3

(2018)
Volume 13 Issue 2

(2018)
Volume 13 Issue 1

(2018)
Volume 12 (2017)
Volume 12 Issue 10

(2017)
Volume 12 Issue 9

(2017)
Volume 12 Issue 8

(2017)
Volume 12 Issue 7

(2017)
Volume 12 Issue 6

(2017)
Volume 12 Issue 5

(2017)
Volume 12 Issue 4

(2017)
Volume 12 Issue 3

(2017)
Volume 12 Issue 2

(2017)
Volume 12 Issue 1

(2017)
Volume 11 (2016)
Volume 11 Issue 18

(2016)
Volume 11 Issue 17

(2016)
Volume 11 Issue 16

Special Issue - (2016)
Volume 11 Issue 15

(2016)
Volume 11 Issue 14

(2016)
Volume 11 Issue 13

(2016)
Volume 11 Issue 12

(2016)
Volume 11 Issue 11

(2016)
Volume 11 Issue 10

(2016)
Volume 11 Issue 9

(2016)
Volume 11 Issue 8

(2016)
Volume 11 Issue 7

(2016)
Volume 11 Issue 6

(2016)
Volume 11 Issue 5

(2016)
Volume 11 Issue 4

(2016)
Volume 11 Issue 3

(2016)
Volume 11 Issue 2

(2016)
Volume 11 Issue 1

(2016)
Volume 10 (2015)
Volume 10 Issue 6

(2015)
Volume 10 Issue 5

(2015)
Volume 10 Issue 4

Special Issue - (2015)
Volume 10 Issue 3

(2015)
Volume 10 Issue 2

(2015)
Volume 10 Issue 1

(2015)
Volume 9 (2014)
Volume 9 Issue 4

(2014)
Volume 9 Issue 3

(2014)
Volume 9 Issue 2

(2014)
Volume 9 Issue 1

(2014)
Volume 8 (2013)
Volume 8 Issue 4

(2013)
Volume 8 Issue 3

(2013)
Volume 8 Issue 2

(2013)
Volume 8 Issue 1

(2013)
Volume 7 (2012)
Volume 7 Issue 4

(2012)
Volume 7 Issue 3

(2012)
Volume 7 Issue 2

(2012)
Volume 7 Issue 1

Special Issue - (2012)
Volume 6 (2011)
Volume 6 Issue 4

(2011)
Volume 6 Issue 3

(2011)
Volume 6 Issue 2

(2011)
Volume 6 Issue 1

(2011)
Volume 5 (2010)
Volume 5 Issue 4

(2010)
Volume 5 Issue 3

(2010)
Volume 5 Issue 2

(2010)
Volume 5 Issue 1

(2010)
Volume 4 (2009)
Volume 4 Issue 4

(2009)
Volume 4 Issue 3

(2009)
Volume 4 Issue 2

(2009)
Volume 4 Issue 1

(2009)
Volume 3 (2008)
Volume 3 Issue 4

(2008)
Volume 3 Issue 3

(2008)
Volume 3 Issue 2

(2008)
Volume 3 Issue 1

(2008)
Volume 2 (2007)
Volume 2 Issue 4

(2007)
Volume 2 Issue 3

(2007)
Volume 2 Issue 2

(2007)
Volume 2 Issue 1

(2007)
Volume 1 (2006)
Volume 1 Issue 2

(2006)
Volume 1 Issue 1

(2006)

Volume 7, Issue 1 (January 2012) - Special Issue on mind, brain and education

Using fMRI to study conceptual change: Why and how?

Steve Masson, Patrice Potvin, Martin Riopel, Lorie-Marlène Brault Foisy & Stéphanie Lafortune

pp. 19-35   |  Article Number: ijese.2012.006
Published Online: January 10, 2012

Full text PDF Citation
APA 6th edition
In-text: (Masson, Potvin, Riopel, Foisy & Lafortune, 2012)
Your Bibliography: Masson, S., Potvin, P., Riopel, M., Foisy, L.B. & Lafortune, S. (2012). Using fMRI to study conceptual change: Why and how? . International Journal of Environmental and Science Education, 7(1), 19-35.
Harvard
In-text: (Masson, Potvin, Riopel, Foisy and Lafortune, 2012)
Your Bibliography: Masson, S., Potvin, P., Riopel, M., Foisy, L. and Lafortune, S. (2012). Using fMRI to study conceptual change: Why and how? . International Journal of Environmental and Science Education, 7(1), pp. 19-35.
Chicago 16th edition
In-text: (Masson, Potvin, Riopel, Foisy and Lafortune 2012)
Your Bibliography: Masson, Steve, Patrice Potvin, Martin Riopel, Lorie-Marlène Brault Foisy and Stéphanie Lafortune (2012). "Using fMRI to study conceptual change: Why and how? ". International Journal of Environmental and Science Education 7 (1):19-35.

Abstract

Although the use of brain imaging techniques, such as functional magnetic resonance imaging (fMRI) is increasingly common in educational research, only a few studies regarding science learning have so far taken advantage of this technology. This paper aims to facilitate the design and implementation of brain imaging studies relating to science learning by presenting the epistemological and methodological framework of an ongoing fMRI study trying to identify brain mechanisms related to conceptual change in electrical concepts. To achieve this goal, we propose a review of literature, in the first part of this paper, to explain why we choose to study conceptual change using fMRI. In the second part, we present the methodology of an ongoing study to show how brain imaging can be applied in science education research.

Keywords: brain imaging, conceptual change, educational neuroscience, neuroeducation, science education

References