Emerging Insights from a Research-Practice Partnership Approach to Educational Neuroscience

Toomarian, Elizabeth Y; Gosavi, Radhika S.; Hasak, Lindsey; Bunderson, Madison; McCandliss, Bruce

doi:10.31234/osf.io/xh74s

Cited by 2 publications

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References 23 publications

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“…Here, we explore the significance and influence of engaging young learners in MBE research through the lens of a specific research assistantship program for middle school students, initiated through the Brainwave Learning Center (BLC). The Brainwave Learning Center is a dynamic research-practice partnership (Coburn & Penuel, 2016) that empowers researchers, educators, and students to overcome historic constraints in collaborative research by incorporating a neuroscience lab within a school and employing educational neuroscientists as school staff members (Toomarian, Gosavi, Hasak, Bunderson, & McCandliss, 2024). We present a comprehensive view of how this initiative enabled middle school students to participate in all stages of the research process-from learning the fundamentals of scientific research and assisting with ongoing protocols to developing independent research questions and sharing their insights with others.…”

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Impacts of Involving Young Learners in Mind, Brain, and Education Research

Gosavi,

Toomarian

2024

Mind Brain and Education

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As the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student‐researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research‐practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student‐researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student‐researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student‐researchers by fostering academic and nonacademic skills that may transcend formal learning environments.

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confidence: 99%

Impacts of Involving Young Learners in Mind, Brain, and Education Research

Gosavi,

Toomarian

2024

Mind Brain and Education

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Brain plasticity for visual words: Elementary school teachers can drive changes in weeks that rival those formed over years

Wang,

Toomarian,

Gosavi

et al. 2024

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This study aims to investigate the impact of vocabulary acquisition through short-term classroom learning and its relation to broader forms of vocabulary learning through long-term exposure in daily life. Through a two week of "learning sprint" in collaboration with a local elementary school and EEG-Steady State Visual Evoked Potentials (EEG SSVEP) paradigm, we assessed new vocabulary learning in first and second graders within their pedagogical environment. We then compared the results with the word frequency effect, a well-established phenonmenon that reflects long-term vocabulary learning. After two weeks of classroom instruction, newly acquired words elicited neural responses similar to those of high-frequency words, with the effect significantly correlated with children's phonological decoding skills. Additionally, we successfully replicated the word frequency effect using the SSVEP paradigm for the first time. These findings highlight the potential of the "learning sprint" model for conducting neuroscience research in authentic educational settings, thereby fostering a stronger connection between education and neuroscience.

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Emerging Insights from a Research-Practice Partnership Approach to Educational Neuroscience

Cited by 2 publications

References 23 publications

Impacts of Involving Young Learners in Mind, Brain, and Education Research

Impacts of Involving Young Learners in Mind, Brain, and Education Research

Brain plasticity for visual words: Elementary school teachers can drive changes in weeks that rival those formed over years

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