Implementing an integrated epistemic framework: a multimodal active learning approach in translational neuroscience

Area of Science:

• Neuroscience
• Science Education

Background:

• Theoretical and practical aspects of science education are often disconnected, leading to decontextualized learning experiences.
• Scientific discovery processes, including hypothetico-deductive reasoning and transformative learning, are crucial for deep understanding in scientific disciplines.

Purpose of the Study:

• To present an educational practice for a graduate-level translational neuroscience module.
• To integrate content knowledge with epistemological development by centering the curriculum on scientific inquiry and hypothesis-driven research.

Main Methods:

• Developed a Virtual Research Project (VRP) for a graduate translational neuroscience module.
• Employed a multimodal pedagogical framework integrating transformative learning, threshold concepts, social constructivism, and philosophies of Popper and Kuhn.
• Structured the project around student-led, hypothesis-driven research design, mirroring the scientific discovery process through iterative cycles of discussion and reflection.

Main Results:

• Students engaged with complex translational neuroscience topics by navigating both cognitive and affective domains.
• The VRP successfully integrated content knowledge with the development of epistemological understanding.
• The project demonstrated the efficacy of using scientific discovery as a pedagogical tool.

Conclusions:

• The Virtual Research Project effectively unifies theoretical and practical science education.
• Employing principles of scientific discovery enhances student learning and epistemological growth in neuroscience.
• This pedagogical approach fosters a deeper, more contextualized understanding of complex scientific concepts.