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ERIC Number: EJ840870
Record Type: Journal
Publication Date: 2006
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1931-7913
An Online, Interactive Approach to Teaching Neuroscience to Adolescents
Miller, Leslie; Moreno, Janette; Willcockson, Irmgard; Smith, Donna; Mayes, Janice
CBE - Life Sciences Education, v5 n2 p137-143 Sum 2006
Most of today's students are skilled in instant messaging, Web browsing, online games, and blogs. These have become part of the social landscape and have changed how we learn and where we learn. The question becomes how to harness the attractiveness and ubiquity of electronic venues toward the goal of teaching neuroscience. At the Rice University Center for Technology in Teaching and Learning, a central focus is the creation of innovative materials that appeal to middle school students. A recent project was undertaken through a Science Education Drug Abuse Partnership Award (R25 DA15063) from the National Institute on Drug Abuse to inform adolescents about the neurobiology of substance abuse and the current research dealing with a class of drugs known as club drugs. Problem-based learning, multimedia pedagogy, and the National Science Content Standards were integrated to produce The Reconstructors[TM], an episodic series available via the World Wide Web at http://reconstructors.rice.edu. A field test of students from five schools assessed the retention of content after "playing" The Reconstructors[TM] series titled "Nothing to Rave About." Gain scores indicated that middle school students' knowledge about club drugs and the basic neuroscience concepts that explain their effects improved significantly. (Contains 2 tables and 3 figures.)
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A