NeuR3o-LOGIC

神经3o逻辑

• 批准号: 10672291
• 负责人: Gundula Bosch
• 金额: $ 8.75万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10672291
• 关键词: Administrative Supplement; Anatomy; Award; Awareness; Brain; Case Study; Categories; Cognitive; Communication; Community Networks; Community of Practice; Complement; Complex; Continuing Education; Critical Thinking; Data Science; Databases; Decision Making; Dedications; Deposition; Discipline; Education; Education Projects; Educational process of instructing; Effectiveness; Elements; Ensure; Epidemic; Epistemology; Error Sources; Ethics; Etiology; Evaluation; Foundations; Funding; Goals; Heart; Human; Hybrids; Institution; Instruction; Interview; Knowledge; Learning; Literature; Logic; Mentors; Methods; Monitor; Names; Nervous System; Neurologic; Neurosciences; Neurosciences Research; Outcome; Performance; Philosophy; Population Scientist Supplement (R25); Positioning Attribute; Process; Production; Public Health; Public Health Schools; Publications; Reproducibility; Research; Resources; Scholarship; Science; Scientist; Source; Structure; Students; Testing; Thinking; Time; Traction; Training; Training Programs; Translating; Validation; Work; autism spectrum disorder; cultural values; design; educational atmosphere; experience; experimental study; flexibility; gut microbiome; gut-brain axis; hands on research; improved; innovation; lectures; microbiome research; nervous system disorder; peer; programs; public trust; research in practice; science education; skills; sound; undergraduate student

Causal questions are at the heart of science. Yet, cognitive biases and logical fallacies are major sources of error in causal research across all disciplines. For decades, most aspiring young scientists, those in post-graduate training as well as experienced practitioners in continuing education have not been formally trained – as opposed to a mentor-focused approach - in the philosophical foundations of research practice, including causal reasoning. Instead, science education is strongly influenced by the prevailing culture of valuing specialized subject matter knowledge over sound education in the first principles of science. The proposed NeuR3o-LOGIC learning unit will emphasize critical thinking on causal questions, illustrated by examples from the neurosciences at the interface of the gut-brain axis, an ostensive topic that every human being can relate to. Inspired by our experiences of ‘teaching science like we do science’ in the R3 Graduate Science Program and the Johns Hopkins Bloomberg School of Public Health, we approach this complex topic from the angle of sound error analysis. Driven by our commitment to the three ‘R’s of good scientific practice – Rigor, Reproducibility, and Responsibility, which inform the R3 Program’s name – the proposed METER project will put the learner into a position to recognize where science can go wrong in the realm of causation. Supported by tangible research examples at the intersection of the gut microbiome and the nervous system, the NeuR3o-LOGIC unit will provide the learner with opportunities to employ a structured error analysis and reduction approach to make connections between fundamental thinking in logic and epistemology and major public health issues such as autism spectrum disorders and other neurological conditions. The proposed work does complement, yet not overlap with existing and ongoing, federally funded projects of educational scholarship on the effectiveness of R3 Program training in ethical decision making and data science skills (NSF-IGE Award #1955062; R25 Award #R25AI159447; administrative supplement on T32 Award #T32AI007417). While the first project year will be focused on the design, production, progress monitoring, and initial quality improvement within the NeuR3o-LOGIC project team, regular communication with CENTER will ensure the alignment of goals and objectives. Years two and three of the proposed project will be dedicated towards structured and coordinated project evaluation and revision activities in close coordination with CENTER, the steering committee, and the network of METER awardees in a collaborative community of practice.

因果问题是科学的核心。然而，认知偏​​差和逻辑谬误是主要根源 所有学科的因果研究中的错误。几十年来，最有抱负的年轻科学家， 研究生培训以及有经验的从业人员继续教育尚未正式开展 在研究实践的哲学基础上接受过培训——而不是以导师为中心的方法， 包括因果推理。相反，科学教育受到流行文化的强烈影响。 重视专业学科知识而不是科学基本原理的良好教育。 拟议的 NeuR3o-LOGIC 学习单元将强调对因果问题的批判性思维，如图所示 通过神经科学中肠-脑轴交界处的例子，这是一个每个人都关心的明示主题 人类可以与之产生联系。受到我们在 R3 中“像做科学一样教授科学”的经验的启发 研究生科学计划和约翰霍普金斯大学彭博公共卫生学院，我们致力于解决这个问题 从声音错误分析的角度来看，这是一个复杂的话题。在我们对“三个‘R’”的承诺的推动下 科学实践 – 严谨、可重复性和责任感，这就是 R3 计划的名称 – 拟议的 METER 项目将使学习者能够认识到科学在哪些方面可能会出错 因果境界。由肠道微生物组交叉点的切实研究实例支持 和神经系统，NeuR3o-LOGIC 单元将为学习者提供使用 结构化错误分析和减少方法在基本思想之间建立联系 逻辑和认识论以及重大公共卫生问题，例如自闭症谱系障碍和其他 神经系统疾病。 拟议的工作确实补充但不与现有和正在进行的联邦资助项目重叠 R3 计划培训在道德决策和数据方面的有效性的教育奖学金 科学技能（NSF-IGE 奖#1955062；R25 奖#R25AI159447；T32 行政补充 奖#T32AI007417）。 第一个项目年将重点关注设计、生产、进度监控和初始质量 NeuR3o-LOGIC 项目团队内部的改进，与 CENTER 的定期沟通将确保 目的和目标的一致性。拟议项目的第二年和第三年将致力于 与中心密切协调，组织和协调项目评估和修订活动， 指导委员会以及协作实践社区中的 METER 获奖者网络。