ArticleJournal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience2022
Active Learning and Community Engagement: Pedagogical Synergy through the "Mobile Neuroscience Lab" Project.
Article in Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- MacGyver Neuroscience: Cost-Effective Laboratory Exercises for Pre-Health Education.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2026Article
- Teaching the physiology of the human body in non-formal spaces: pilot experience of a Service-Learning methodology and the interaction between students of different educational levels.Frontiers in physiology · 2023Article
- Growing and evolving after twenty years of neuroscience education scholarship.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2022Article
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Authors and funding
3 authors.
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Abstract
The Mobile Neuroscience Lab is a project that facilitates combined pedagogical strategies of active learning and neuroscience outreach as a service learning component of a physiological psychology course. The overall project goals were to improve science knowledge, foster oral communication, and encourage positive science attitudes and beliefs. Of these goals, positive science attitudes and beliefs were assessed. During active learning, university students completed hands-on activities corresponding to the physiological psychology course. Following, during the neuroscience outreach activity ("learning through teaching"), university students and middle school students engaged in small group activities (one university student to five middle school students) using the same hands-on activities. Assessment of the perceived benefit of the active learning showed that university and middle school students responded favorably to the hands-on activities. Students' science attitudes were also assessed (Hillman et al., 2016) using a pre-test, post-test design. Data showed that the neuroscience activity did not change middle school science attitudes and beliefs (
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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.