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Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students

A learning-cycle approach to science instruction is not new to science educators (Karplus, 1977; Kolb, 1984; Bergquist, 1991; Zollman, 1990; Allard and Barman, 1994). Somewhat less known, however, is the usefulness of this approach for creating lab activities for a broad audience of undergraduates....

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Detalles Bibliográficos
Autores principales: Stewart, Mark, Stavrianeas, Stasinos
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Faculty for Undergraduate Neuroscience 2008
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592666/
https://www.ncbi.nlm.nih.gov/pubmed/23493626
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author Stewart, Mark
Stavrianeas, Stasinos
author_facet Stewart, Mark
Stavrianeas, Stasinos
author_sort Stewart, Mark
collection PubMed
description A learning-cycle approach to science instruction is not new to science educators (Karplus, 1977; Kolb, 1984; Bergquist, 1991; Zollman, 1990; Allard and Barman, 1994). Somewhat less known, however, is the usefulness of this approach for creating lab activities for a broad audience of undergraduates. The following paper presents a brief overview of a laboratory activity that can be adapted for use by instructors of introductory neuroscience courses. The three-hour activity is geared towards tapping key elements of the learning-cycle approach, with a particular emphasis on the exploration phase of the model. Students work as members of small teams to explore a contemporary issue involving memory and gain hands-on experience from the outset, to which conceptual information is then added during lecture the following week. The approach is in marked contrast to the more traditional practice in the sciences where laboratory activities generally serve to punctuate already presented lecture material.
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spelling pubmed-35926662013-03-14 Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students Stewart, Mark Stavrianeas, Stasinos J Undergrad Neurosci Educ Article A learning-cycle approach to science instruction is not new to science educators (Karplus, 1977; Kolb, 1984; Bergquist, 1991; Zollman, 1990; Allard and Barman, 1994). Somewhat less known, however, is the usefulness of this approach for creating lab activities for a broad audience of undergraduates. The following paper presents a brief overview of a laboratory activity that can be adapted for use by instructors of introductory neuroscience courses. The three-hour activity is geared towards tapping key elements of the learning-cycle approach, with a particular emphasis on the exploration phase of the model. Students work as members of small teams to explore a contemporary issue involving memory and gain hands-on experience from the outset, to which conceptual information is then added during lecture the following week. The approach is in marked contrast to the more traditional practice in the sciences where laboratory activities generally serve to punctuate already presented lecture material. Faculty for Undergraduate Neuroscience 2008-06-15 /pmc/articles/PMC3592666/ /pubmed/23493626 Text en Copyright © 2008 Faculty for Undergraduate Neuroscience
spellingShingle Article
Stewart, Mark
Stavrianeas, Stasinos
Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students
title Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students
title_full Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students
title_fullStr Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students
title_full_unstemmed Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students
title_short Adapting the Learning-Cycle to Enrich Undergraduate Neuroscience Education for All Students
title_sort adapting the learning-cycle to enrich undergraduate neuroscience education for all students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592666/
https://www.ncbi.nlm.nih.gov/pubmed/23493626
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