Browsing by Subject "neuroscience"

Now showing 1 - 5 of 5
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    Acceptability of Neuroscientific Interventions in Education
    (2021-03-22) Schmied, Astrid; Varma, Sashank; Dubinsky, Janet M; sashank@umn.edu; Varma, Sashank; University of Minnesota Departments of Neuroscience and Educational Psychology
    Researchers are increasingly applying neuroscience technologies that probe or manipulate the brain to improve educational outcomes. However, their use remains fraught with ethical controversies. Here, we investigate the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students. Respondents rated the acceptability of six scenarios describing neuroscience applications to education spanning multiple methodologies, from neuroimaging to neuroactive drugs to brain stimulation. They did so from two perspectives (student, teacher) and for three recipient populations (low-achieving, high-achieving students, students with learning disabilities). Overall, the bioscience students were more favorable to all neuroscience applications than the education students. Scenarios that measured brain activity (i.e., EEG or fMRI) to assess or predict intellectual abilities were deemed more acceptable than manipulations of mental activity by drug use or stimulation techniques, which may violate body integrity. Enhancement up to the norm for low-achieving students and especially students with learning disabilities was more favorably viewed than enhancement beyond the norm for high-achieving students. Finally, respondents rated neuroscientific applications to be less acceptable when adopting the perspective of a teacher than that of a student. Future studies should go beyond the coarse acceptability ratings collected here to delineate the role that concepts of access, equity, authenticity, agency and personal choice play in guiding respondents’ reasoning.
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    Bringing Resources, Activities, & Inquiry in Neuroscience (B.R.A.I.N.) to Middle Schools
    (Center for Applied Research and Educational Improvement, 2010-01) Michlin, Michael
    The Science Education Partnership Award (SEPA) funded Bringing Resources, Activities, & Inquiry in Neuroscience to Middle Schools (BrainU) sought to involve teachers to create and establish innovative content, creative teaching methods for implementing experiments, and increased communication among teachers, students, scientists, parents and their communities. The project planned to (1) create an expert cadre of teachers who integrate neuroscience concepts, activities, demonstrations and experiments into their classrooms, (2) increase teachers’ use of inquiry-based teaching, (3) develop educational experiences and materials that connect the study of neuroscience to students’ lives and increase student enthusiasm and interest for science and (4) partner with students and teachers to inform other students, teachers, parents and the general public about neuroscience research and its potential impact on their own lives. The Center for Applied Research and Educational Improvement (CAREI) in the College of Education and Human Development, University of Minnesota, conducted the external evaluation. The CAREI evaluators gathered data for assessing the project’s success with pre- and posttests of neuroscience knowledge, a teacher survey, and classroom observations. Brain U staff administered the pre- and posttests of neuroscience knowledge in BrainU 101 summer workshops in 2000, 2001, 2002, 2004, and 2005. CAREI evaluators conducted teacher surveys every year from 2004 through 2008 and conducted classroom observations from fall 2003 through winter 2009.
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    Infusing Neuroscience Into Teacher Professional Development
    (American Educational Research Association, 2013-08-01) Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank
    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into preservice teacher preparation, focusing on institutional and cultural barriers.
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    Mechano-to-Neural Transduction of the Pacinian Corpuscle
    (2017-10) Quindlen, Julia
    Cutaneous mechanoreceptors are responsible for our ability to distinguish between different touch modalities and experience the physical world around us. Mechanoreceptors are innervated by afferent mechanosensitive neurons that transduce mechanical stimuli into action potentials and terminate in specialized end organs. The Pacinian corpuscle (PC) has been studied more than any of our other mechanoreceptors due to its large size and ease of identification during dissection. The PC, which is found primarily within the dermis of glabrous skin, responds to low-amplitude, high-frequency vibrations in the 20-1000 Hz range. The PC functions as a bandpass filter to vibrations, an effect attributed to the structural and mechanical complexity of its end organ. The PC contains a central mechanosensitive nerve fiber (neurite) that is encapsulated by alternating layers of flat, epithelial-type cells (lamellae) and fluid. The overarching goal of this thesis was to unify the anatomical and electrophysiological observations of the PC via a detailed mechanistic model of PC response to mechanical stimulation, requiring a multiphysics, multiscale approach. First, we developed a multiscale finite-element mechanical model to simulate the equilibrium response of the PC to indentation while accounting for the layered, anisotropic structure of the PC and its deep location within the skin. Next, we developed a three-stage finite-element model of the PC’s mechanical and neural responses to a vibratory input that accounted for the lamellar mechanics and neurite electrochemistry. This mechano-neural model was able to simulate the PC’s band-pass filtration of vibratory stimuli and rapid adaptation to sustained mechanical stimuli. We then used this model to evaluate the relationship between the PC’s material and geometric parameters and its response to vibration and developed dimensionless expressions for the relationship between these parameters and peak frequency or bandwidth. We then embedded multiple mechano-neural PC models within a finite-element model of human skin to simulate the mechanical and neural behavior of a PC cluster in vivo. We then performed a literature search to compile the structural parameters of PCs from various species and used our mechano-neural model to simulate the frequency response across species. Finally, we isolated PCs from human cadaveric hands and performed micropipette aspiration experiments to determine an apparent Young’s modulus of the PC. The computational and experimental work performed in this thesis contribute to the understanding of the fundamental behavior of mechanoreceptors, which is a necessary first step towards the development of haptic feedback-enabled devices.
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    Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths
    (Public Library of Science, 2018-02-18) Im, Soo-hyun; Cho, Joo-Yun; Dubinsky, Janet M; Varma, Sashank
    Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.