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首页> 美国卫生研究院文献>Journal of Undergraduate Neuroscience Education >Thinking like a Neuroscientist: Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course
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Thinking like a Neuroscientist: Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course

机译：像神经科学家一样思考：在新生神经科学课程中使用脚手架助学计划促进科学思维

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摘要

Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.
机译：学习和实践科学探究是STEM教育的重要组成部分，但通常很难教给新手或实验室以外的人。为了在不具备实验室组件的新生神经科学入门课程中促进科学思维，我们开发了一系列学习活动和作业，旨在通过使用科学资助计划来培养科学思维。在为期10周的课程（四分之一）中，学生撰写了三个短期资助计划，涉及从分子科学到认知神经科学的主题。通过广泛的教学框架，实践机会以及经常的同伴和老师反馈，我们使新手学习者可以轻松地完成这项具有挑战性的高级任务。学生和讲师的报告表明，这些作业具有很高的智力吸引力，并促进了批判性思维，对神经科学材料的更深入理解以及有效的书面交流技巧。在这里，我们概述了作业的机制，学生和教师对学习成果的印象，以及实施此方法的优缺点。

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