A Rapid Cortical Learning Process Supporting Students’ Knowledge Construction During Real Classroom Teaching

• DOI: 10.1002/advs.202416610
• Publication Date: 2025-02-11T07:16:42Z
• Authors: Xiaodan Feng; Xinran Xu; Zhaonan Meng; Jiahao Jiang; Miao Pei; Yonghe Zheng; Chunming Lu
• Keywords: Neurocognitive

Classroom teaching is essential for cognitive development and cultural evolution, yet its neurocognitive mechanisms remain unclear. Here, this explored in a university graduate course by combining wearable functional near-infrared spectroscopy (fNIRS) machine learning models. The results show that blended involving both students' recalling teachers' lecturing leads to better outcomes than alone. Moreover, during the same phase, induces knowledge construction middle frontal cortex (MFC), while alone representation right temporoparietal junction (TPJ), with former significantly correlating final outcomes. Additionally, MFC's begins earlier but facilitated later lecturing. Finally, when teacher's TPJ activity precedes of MFC, significant teacher-student neural synchronization observed correlated These findings suggest that, real classroom teaching, MFC serves as hub rapid cortical process, supporting through projection from TPJ.