ArticleJournal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience2021
Cooperative Group Learning in Undergraduate Neuroscience: Using Simulations to Complement Problem-Solving Assignments.
Article in Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed, 5 citations in OpenAlex.
- A minimalist computational model of slice hippocampal circuitry based on Neuronify for teaching neuroscience.PloS one · 2025Article
- Active Learning Exercises in Synaptic Physiology and Connectivity for the Neuroscience Lecture Hall, Laboratory Course, or Outreach Setting.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2024Article
- Smartphone-Enabled Web-Based Simulation of Cellular Neurophysiology for Laboratory Course and its Effectiveness.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2023Article
- Moving Closer to the Way Neuroscience Education Was before the COVID-19 Pandemic.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2021Article
Corrections and comments
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Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The incorporation of active learning improves student learning and persistence compared to traditional lecture-based teaching. However, there are numerous active learning strategies and the degree to which each one enhances learning relative to other techniques is largely unknown. I analyzed the effectiveness of the addition of simulations to cooperative group problem-solving assignments in an undergraduate 400-level neurobiology course. One section of the course carried out group problem-solving alone, whereas the other section used neuroscience simulations (Neuronify) as part of the problem-solving assignments. Overall, both groups of students learned course concepts effectively and did not differ in their performance on exams or specific exam questions related to the assignments. Students perceived that the assignments and simulations were helpful in their understanding of course material but did not overwhelmingly recommend including simulations in the future. Students using simulations were more likely to report gaining experience with experimental design, and this may be an effective way to build scientific reasoning in non-laboratory courses. However, student frustration with technology was the primary reason that students reported dissatisfaction with the simulations. Overall, cooperative group problem-solving with or without simulations is very effective at helping students learn neuroscience concepts.
Indexed as
Identifiers
34552438PMC8437360W3200162419What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.