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From Botox to Behavior: Neuroscience for Non-Scientists at Emory
Leah A Roesch1, Kristen Frenzel1
1Neuroscience & Behavioral Biology Program, Emory University, Atlanta, GA 30322.
Summary
Neuroscience courses for non-science majors effectively build science literacy and critical thinking skills. However, improving quantitative literacy remains a key challenge for future curriculum development.
Area of Science:
- Neuroscience education
- Science literacy for non-majors
Background:
- A neuroscience course, "From Botox to Behavior," has been taught for six years to non-science majors.
- The course aims to foster science literacy using neuroscience as a foundation.
Purpose of the Study:
- To assess the effectiveness of the neuroscience course in building fundamental concepts and critical evaluation skills.
- To identify weaknesses in quantitative literacy among non-science majors in the course.
- To explore future interventions for enhancing quantitative literacy.
Main Methods:
- Course assessments were used to evaluate student learning of neuroscience concepts.
- Student performance on content knowledge and source evaluation was measured.
- Student satisfaction and quantitative literacy levels were assessed.
Main Results:
- Students demonstrated learning of fundamental neuroscience concepts.
- Students developed skills in source evaluation, evidence-based argumentation, and societal appreciation of neuroscience.
- A significant weakness in quantitative literacy was identified despite overall course success and student satisfaction.
Conclusions:
- The "From Botox to Behavior" course successfully enhances science literacy and critical thinking in non-science majors.
- Addressing and improving quantitative literacy is a crucial area for future pedagogical development in science education for non-majors.
- Further research is needed to determine effective interventions for quantitative literacy enhancement.
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