Browsing by Subject "active learning"
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Item Altered Reality. An inquiry-based neuroscience lesson for helping students understand neuroplasticity and its role in learning(National Science Teachers Association, 2020) Ellingson, Charlene; Dubinsky, Janet MEffective science instruction requires knowledge of subject matter and scientific practices (Next Generation Science Standards (NGSS), 2013), as well as the context within which learning occurs (Anthony, Hunter and Hunter, 2014). For science teachers, there is often a tension between the efficiency of lecture and student engagement that comes with hands-on activities. In this article, we present Altered Reality, an inquiry-based neuroscience lesson that can bridge the gap between efficiency and engagement by concurrently teaching neuroscience, scientific practices, and modelling neuroplasticity.Item Neuroscience Education for Prekindergarten–12 Teachers(The Society for Neuroscience, 2010-06-16) Dubinsky, Janet MA debate rages concerning the ability of neuroscience to inform prekindergarten–12 teaching practice (Hirsh-Pasek and Bruer, 2007; Varma et al., 2008). Some educators charged with training future teachers argue that the mechanistic issues that concern neuroscientists are too far removed from the classroom context to be able to effectively inform practice (Hirsh-Pasek and Bruer, 2007). At the far end of our field, neuroscientists attempt to apply the techniques of cognitive neuroscience to educationally relevant issues. Understanding the physiological processes mediating dyslexia or attention-deficit hyperactivity disorder has the potential to lead to biomarkers for diagnosis and strategies for successful early interventions (Fischer, 2009; Goswami, 2009). Studies of the cognitive capacities of infants and toddlers are leading to strategies for incorporating innate lexical and mathematical abilities into educational progressions (Meltzoff et al., 2009; Gilmore et al., 2010). Psychologists view neuroscience research as providing the physiological justification for the behavioral interventions they have long studied (Diamond and Amso, 2008). Businessmen view neuroscience as an exploitable body of information that can be used to successfully market educational products and services (e.g., Jensen Learning, Brain Gym). Teachers view neuroscience as a complicated body of knowledge that may explain what goes on in their students’ heads (Brandt, 1999). Teachers feel that they need to understand both. However, the majority of neuroscientists are unaware of all of these issues.Item Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation(The American Society for Cell Biology, 2006-02-07) MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet MThe Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.Item Performance and Perceptions of Pharmacy Students using Team-based Learning (TBL) within a Global Health Course(University of Minnesota, College of Pharmacy, 2011) Addo-Atuah, JoycePurpose: Team-based learning (TBL) has been shown to be a very useful active learning tool in a variety of disciplines and educational settings. The objectives of this study in a Global Health elective course within a PharmD curriculum were to (1) determine whether TBL contributes to performance (as measured by iRAT scores, tRAT scores, and grades); and (2) evaluate students’ perceptions of TBL as an instructional strategy. Case Study: TBL sessions were incorporated into a new elective course in Global Health along with other teaching methodologies. Student performance was evaluated during the TBL sessions and course team projects, among others. An anonymous student qualitative survey explored their perceptions of and experiences with TBL at the end of the course. Students’ performance in the TBL sessions improved as reflected in the comparison of individual Readiness Assurance Tests (iRATs) and the team Readiness Assurance Tests (tRATs) scores. Overall students’ performance in the course resulted in over 88% earning the letter grade A. Students’ performance in the TBL sessions, especially their iRATs, was reflected in their overall course grades. Over 75% of the students believed that TBL increased their analytical skills and nearly 50% believed that learning utilizing TBL would have the most lasting effect on their careers. Conclusion: TBL was successfully implemented in a Global Health elective course in a PharmD curriculum and students perceived it as a beneficial instructional strategy. This study adds to the TBL literature by providing some evidence of the applicability of TBL in a course not traditionally taught in the PharmD curriculum (i.e., Global Health). Future research and intervention(s) leading to the development and growth of TBL in pharmacy education are recommended.Item Student Self-Ratings of Skill Acquisition from a Clinical Controversy Debate in a Third Year Pharmaceutical Care Lab(University of Minnesota, College of Pharmacy, 2013) McNamara, Anusha; Janke, Kristin; Conway, Jeannine; Schweiss, SarahObjectives: To evaluate student perspectives of a clinical controversy debate activity designed to improve their skills to effectively approach and communicate complex therapeutic dilemmas. Design: A clinical controversy debate activity was implemented in the fall semester of the third year pharmaceutical care laboratory curriculum. Topics were chosen based on controversies encountered in practice. Students were assigned to groups of 5-6 and subdivided to the pro or con of the topic. Each debate lasted 25 minutes. Students completed a self-assessment asking them to rate eight skills (e.g. selecting appropriate references, analysis of literature, defending and predicting arguments, composing and delivering the presentation, and persuading the audience) before and after the debate as: novice, developing, skilled, facilitating/leading, or educating. Results were analyzed descriptively and the pre-post ratings were compared using a Wilcoxon Signed Rank Test. Results: 140 (84.8%) students responded to the self-assessment survey. The skill that students rated most highly prior to the debate was selecting appropriate resources and primary literature, with only 7.1% rating themselves as novice. After completing the debate, the skill rated with the greatest improvement was predicting opposing arguments with 47.1% rating as developing and 40% rating as skilled. All eight skills had statistically significant improvements pre- and post- assignment (p < 0.001). Implications: Preparing arguments for and against treatment options is an important clinical skill, used regularly by pharmacists. A clinical controversy debate activity resulted in reports of improvement on eight measures of evidence based medicine-related skills.Item Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom(The American Society for Cell Biology, 2012-07-30) Roehrig, Gillian; Michlin, Michael; Schmitt, Lee; MacNabb, Carrie; Dubinsky, Janet MIn science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classroomsItem The Utilization of Social Media in the Classroom(2017-04-10) Ramstad, Joseph E; Swenson, RebeccaThis study was designed to determine the influence media can have in the classroom environment.