THE EFFECT OF REPETITIVE TRAINING ON PHYSICAL CONCEPT CHANGE: EVIDENCE FROM EDUCATIONAL NEUROSCIENCE

The inhibitory perspective of conceptual change suggests that appropriate repetitive training is necessary in teaching. We used event-related potential technology to record the EEG data of learners performing repetitive intuitive or counterintuitive tasks, in order to investigate the brain processes activated by “repetition” tasks and thereby infer the impact of “repetition” on science teaching. The results showed that there were no significant differences in the amplitudes of N2 and LPP under all stimulus conditions, and repetitive stimulation could not trigger an inhibitory process. When teaching scientific concepts, teachers should be aware of the importance of prior knowledge and maintain appropriate and effective repetition, recognizing the duality of repetitive learning and the importance of retrieval for the generation and retention of learning and memory.