title: "Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.
abstract: Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.
authors.affiliation: Thinking Matters Program, Stanford University, Stanford CA 94305.
authors.forename: Hania
authors.initials: H
authors.lastname: Köver
authors.affiliation: Thinking Matters Program, Stanford University, Stanford CA 94305.
authors.forename: Stacey E
authors.initials: SE
authors.lastname: Wirt
authors.affiliation: Thinking Matters Program, Stanford University, Stanford CA 94305.
authors.forename: Melinda T
authors.initials: MT
authors.lastname: Owens
authors.affiliation: Thinking Matters Program, Stanford University, Stanford CA 94305.
authors.forename: Andrew J
authors.initials: AJ
authors.lastname: Dosmann
keywords: STEM education; grant proposal; inquiry; novice learners; scaffolding; scientific thinking