Structured Worksheets: Simple Active Learning Strategies to Increase Transparency and Promote Communication

Area of Science:

• Neuroscience Education
• Cognitive Science Pedagogy

Background:

• Active learning strategies positively impact student outcomes.
• Simple, low-resource active learning techniques increase instructor adoption and reduce student skepticism.
• Transparency in expectations and metacognition are key to effective active learning.

Purpose of the Study:

• To evaluate the effectiveness of scaffolded worksheets in promoting active learning in upper-level neuroscience courses.
• To assess the impact of worksheets on student learning, group work, and transparency in instructor expectations.
• To explore the adaptability of these methods for remote learning environments.

Main Methods:

• Implementation of scaffolded worksheets with practice questions in a Behavioral Neuroscience course (individual/team completion).
• Use of shared group worksheets to structure a group project in a Cognition course, detailing expectations and timelines.
• Incorporation of instructor feedback mechanisms through worksheets throughout the project.

Main Results:

• Students responded positively to worksheets, reporting enhanced learning and reduced anxiety regarding group work.
• The scaffolded worksheet approach facilitated active learning and maintained student support during remote learning due to COVID-19.
• Worksheets increased transparency in assignments and supported metacognition.

Conclusions:

• Scaffolded worksheets are an effective and adaptable tool for promoting active learning, transparency, and metacognition in neuroscience education.
• These methods can alleviate common concerns associated with group work and support diverse learning needs.
• Institutional support is crucial for broader implementation and impact of active learning strategies.