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服务学习神经科学课程对情绪和跨群焦虑的影响
Loretta M Flanagan-Cato1, Rista C Plate1, Christina Steele1
1Department of Psychology and Undergraduate Neuroscience Program, University of Pennsylvania, Philadelphia, PA, 19104.
概括
大学生向高中生教授神经科学提高了学生的幸福感. 这门以学术为基础的社区服务课程增强了大学生的积极影响并减少了他们的焦虑,这对两位参与者都有好处.
科学领域:
- 神经科学教育的神经科学教育
- 社区的参与 社区的参与
- 心理和社会健康 心理和社会健康
背景情况:
- 基于学术的社区服务 (ABCS) 课程将学术学习与社区服务相结合.
- 资源不足的学校往往缺乏对先进科学参与的机会.
研究的目的:
- 评估ABCS神经科学课程对大学生讲师的心理和社会影响.
- 评估高中学生参与神经科学外展计划的经验.
主要方法:
- 一个为期10周的神经科学课程,大学生教高中生.
- 使用观察和调查方法从两组学生中收集数据.
- 为了进行比较,还包括了没有参加该课程的大学生对照组.
主要成果:
- 神经科学教学课程每周培养45-60分钟的以科学为中心的讨论.
- 与对照组相比,该课程的大学生报告说,积极影响的增加和小组间焦虑的减少.
- 高中生认为这些会议是积极的社会体验.
结论:
- 基于神经科学的社区参与有利于大学生心理和社会健康.
- 该计划是社区合作伙伴 (高中生) 的积极体验.
- ABCS模型可以有效地提高科学教育和学生发展.
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