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The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog


Holper, L; Goldin, A P; Shalóm, D E; Battro, A M; Wolf, M; Sigman, M (2013). The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog. International Journal of Educational Research, 59:1-10.

Abstract

The study aimed to step into two-person (teacher–student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher–student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher–student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers ‘dance at the same pace’. This is the first study measuring simultaneously brain activity of teacher–student interactions and paves future investigations of brain networks involved in complex educational interactions.

Abstract

The study aimed to step into two-person (teacher–student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher–student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher–student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers ‘dance at the same pace’. This is the first study measuring simultaneously brain activity of teacher–student interactions and paves future investigations of brain networks involved in complex educational interactions.

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16 citations in Scopus®
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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > University Hospital Zurich > Clinic for Neonatology
Dewey Decimal Classification:610 Medicine & health
Language:English
Date:2013
Deposited On:31 Jul 2013 15:06
Last Modified:21 Nov 2017 16:47
Publisher:Elsevier
ISSN:0883-0355
Publisher DOI:https://doi.org/10.1016/j.ijer.2013.02.002

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