"Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.
"Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.
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“像神经科学家一样思考”：利用支架资助提案在新生神经科学课程中培养科学思维。
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
A. Dosmann
中科院分区：
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作者：
Hania Köver;Stacey E Wirt;Melinda T. Owens;A. Dosmann
学习和实践科学探究是STEM教育的重要组成部分，但通常很难教新手或实验室环境之外的人。为了在没有实验室组成部分的新生神经科学入门课程中促进科学思维，我们开发了一系列旨在通过使用科学资助提案来培养科学思维的学习活动和作业。学生们在为期10周的课程（一个季度）中撰写了三份简短的资助申请，主题从分子到认知神经科学。我们通过广泛的教学支架，实践机会，以及频繁的同伴和教师反馈，使这个具有挑战性和先进的任务对新手学习者可行。学生和教师的报告表明，作业是高度智力参与，他们促进批判性思维，神经科学材料的更深入的理解，和有效的书面沟通技巧。在这里，我们概述了作业的机制，学生和教师对学习成果的印象，以及实施这种方法的优点和缺点。
Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.