Neuroscientists' classroom visits positively impact student attitudes
Janet L Fitzakerley1, Michael L Michlin2, John Paton3
1Biomedical Sciences Department, University of Minnesota, Duluth, Minnesota, United States of America.
Plos One
|December 21, 2013
Summary
Scientist visits to classrooms positively impact K-12 students' interest in science and learning. Short Brain Awareness sessions improved attitudes toward science and fostered a growth mindset, showing a measurable benefit.
Area of Science:
- Neuroscience Education
- Science Communication
- Educational Psychology
Background:
- 2010 report recommended inspiring K-12 students in science.
- Classroom visits by scientists aim to increase student interest, but impact is often qualitative.
- Neuroscience training can enhance academic performance and promote a growth mindset.
Purpose of the Study:
- Evaluate the impact of a Brain Awareness program on students' understanding of their brains.
- Determine if short, interactive sessions alter students' perceptions of their learning potential and promote a growth mindset.
Main Methods:
- Administered pre- and post-session surveys to 4th-6th grade students and teachers in Minnesota.
- Sessions were one-hour, interactive, and focused on brain function.
- Analyzed survey responses using factor analysis to assess changes in attitudes and knowledge.
Main Results:
- Teachers found the Brain Awareness program valuable, noting increased student interest in science and the brain.
- Significant improvements were observed in 10 out of 18 student survey statements.
- Presentations enhanced positive attitudes toward science and agreement with growth mindset principles, with small effect sizes.
Conclusions:
- Short, scientist-led Brain Awareness classroom visits positively influence primary school students' attitudes toward science.
- These sessions contribute to improved understanding of brain plasticity and foster a growth mindset.
- The program's impact is positive and proportional to the time invested.
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