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Using Blogs as Practice Writing About Original Neuroscience Papers Enhances Students' Confidence in Their Critical Analysis of Research.

ABSTRACT: Increasing emphasis is being put on providing students with opportunities to read and write about primary scientific literature in undergraduate neuroscience education. Extensive research has indicated that students' attitudes and self-efficacy as well as writing quality improve when they are provided with opportunities for practice and feedback. Here we tested the value of using a blog format to practice writing about scientific research articles. Students were assigned small groups and did work on their own individual schedules to build toward time allotted in class to discuss the articles with their groups. Our goal was to build confidence in the students' ability to read and analyze original research articles. We found that the students in the junior-level Systems Neuroscience course had high confidence in their ability to read and analyze papers at the end of the blogging experience. Surprisingly, however, this did not manifest in a change in quality of final, higher stakes, written reports on original research articles when compared to a control sample from a previous year that did not include the blog assignments. We conclude that blogs provide a useful format for students to discuss research articles collaboratively while building confidence in their ability to analyze and discuss original neuroscience articles. Although the final reports' quality did not change compared to the earlier offering of the course, we believe that the blog experience is a valuable tool for building confidence and creating a positive experience for students in learning to read and analyze original neuroscience research articles.

SUBMITTER: Spix TA

PROVIDER: S-EPMC6057768 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Using Blogs as Practice Writing About Original Neuroscience Papers Enhances Students' Confidence in Their Critical Analysis of Research.

Spix Teresa A TA Brasier D J DJ

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience 20180615 2

Increasing emphasis is being put on providing students with opportunities to read and write about primary scientific literature in undergraduate neuroscience education. Extensive research has indicated that students' attitudes and self-efficacy as well as writing quality improve when they are provided with opportunities for practice and feedback. Here we tested the value of using a blog format to practice writing about scientific research articles. Students were assigned small groups and did wor ...[more]

PMID: 30057493

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Project description:Understanding the brain is a fascinating challenge, captivating the scientific community and the public alike. The lack of effective treatment for most brain disorders makes the training of the next generation of neuroscientists, engineers and physicians a key concern. Over the past decade there has been a growing effort to introduce neuroscience in primary and secondary schools, however, hands-on laboratories have been limited to anatomical or electrophysiological activities. Modern neuroscience research labs are increasingly using computational tools to model circuits of the brain to understand information processing. Here we introduce the use of neurorobots - robots controlled by computer models of biological brains - as an introduction to computational neuroscience in the classroom. Neurorobotics has enormous potential as an education technology because it combines multiple activities with clear educational benefits including neuroscience, active learning, and robotics. We describe a 1-week introductory neurorobot workshop that teaches high school students how to use neurorobots to investigate key concepts in neuroscience, including spiking neural networks, synaptic plasticity, and adaptive action selection. Our do-it-yourself (DIY) neurorobot uses wheels, a camera, a speaker, and a distance sensor to interact with its environment, and can be built from generic parts costing about $170 in under 4 h. Our Neurorobot App visualizes the neurorobot's visual input and brain activity in real-time, and enables students to design new brains and deliver dopamine-like reward signals to reinforce chosen behaviors. We ran the neurorobot workshop at two high schools (n = 295 students total) and found significant improvement in students' understanding of key neuroscience concepts and in students' confidence in neuroscience, as assessed by a pre/post workshop survey. Here we provide DIY hardware assembly instructions, discuss our open-source Neurorobot App and demonstrate how to teach the Neurorobot Workshop. By doing this we hope to accelerate research in educational neurorobotics and promote the use of neurorobots to teach computational neuroscience in high school.

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Using Blogs as Practice Writing About Original Neuroscience Papers Enhances Students' Confidence in Their Critical Analysis of Research.

Publications

Using Blogs as Practice Writing About Original Neuroscience Papers Enhances Students' Confidence in Their Critical Analysis of Research.

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