Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.

Autor:	Reyes-Nava NG; Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968., Esparza D; Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968., Suarez V; Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968., Quintana A; Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968., Olimpo JT; Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968.
Jazyk:	angličtina
Zdroj:	Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience [J Undergrad Neurosci Educ] 2024 Aug 31; Vol. 22 (3), pp. A265-A272. Date of Electronic Publication: 2024 Aug 31 (Print Publication: 2024).
DOI:	10.59390/NQCA2038
Abstrakt:	Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research experiences (CUREs) within the biology curricula. While this method of laboratory education is demonstrated to improve students' content knowledge, motivations, affect, and persistence in STEM, CUREs may present as cost- and/or resource-prohibitive. Likewise, not all lecture courses have a concomitant laboratory requirement. With these caveats in mind, we developed the NeuroNotebook intervention, which provided students enrolled in a standalone Developmental Neurobiology course with an immersive, semester-long "dry-lab" experience incorporating many of the same elements as a CURE (e.g., collaboration, use of experimental design skills, troubleshooting, and science communication). Quantitative and qualitative assessment of this intervention revealed positive pre-/post-semester gains in students' content knowledge, attitudes toward the research process, and development of science process skills. Collectively, these data suggest that interventions such as the NeuroNotebook can be an effective alternative to a "wet-lab" experience. (Copyright © 2024 Faculty for Undergraduate Neuroscience.)
Databáze:	MEDLINE
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