Browsing by Subject "inquiry pedagogy"

Now showing 1 - 5 of 5
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    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 M
    Effective 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.
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    Neuroscience Education for Prekindergarten–12 Teachers
    (The Society for Neuroscience, 2010-06-16) Dubinsky, Janet M
    A 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.
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    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 M
    The 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.
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    Neuroscientists’ Classroom Visits Positively Impact Student Attitudes
    (PLOS one, 2013-12-16) Fitzakerley, Janet; Michlin, Michael; Paton, John; Dubinsky, Janet M
    The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4th-6th grade classrooms throughout Minnesota either before or after one hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students’ attitudes toward science and learning.
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    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 M
    In 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 classrooms