Fig. 3
From: Brain activity links performance in science reasoning with conceptual approach
Inhomogeneity in students’ conceptual approach. a Module analysis of student responses across FCI answer distributions. Heat map colors represent student responses to multiple-choice FCI questions and black horizontal lines distinguish groups identified by community detection. b Scaled within-group overlap of incorrect FCI responses across nine previously measured physics conceptual models31 (Supplementary Table 6) for top three normative groups. c Group differences in problem solving-related brain networks (FCI > Control, all phases) across the three normative groups. Increased activity is shown for Groups A and B relative to Group C (top) and Group C relative to Groups A and B (bottom). No significant differences were observed between Groups A and B. Group difference maps were thresholded by using a cluster-defining threshold of P < 0.001 and a cluster extent threshold of P < 0.05, FWE corrected
