Can adolescents make better decisions? The answer of Physics Physics as critical thinking training

Abstract

To learn Physics is traditionally a difficult task. In the present study we want to infer if there is a relation between a Socratic methodology of teaching Physics and the executive functions of students. 69 undergraduate students who learnt with a Brain-Based Teaching Approach (BBTA) methodology were compared to a sample with the same N who had learnt in a masterclass style. Both groups were analysed through Stroop test in order to find differences in the executive functions, differences in the inhibition of first intuitive response. T-test analysis suggests that there is a notorious difference between both groups (p<0.036) in the interference process (Stroop test) and it would imply that this kind of brain-based teaching methodology improves students´ reasoning process, as far as we know the anterior cingulate and the frontal lobe work together in that process. The results of this research suggest that there is an increase of the inhibition related to the way of learning and no difference by sex are shown. To learn Physics in the proposed way seems to reinforce the executive functions and the teaching method would be implemented in different science subjects.