A project based introduction to neuroscience laboratory course as a model for experiential learning in science

Abstract

Important goals of undergraduate science courses are to provide students with experiences in thinking and working like a scientist. We used a project based laboratory in an Introduction to Neuroscience course to help achieve these goals. In this course the students carried out eight independent lab exercises and a seven‐week project aimed at demonstrating the effects of gonadal steroid hormones on the brain and behavior of Long Evans rats. Students performed ovariectomies/hormone implants on the rats, examined sexual behavior, and studied spatial learning using the Morris Water Maze. The students then investigated the effects of the treatments on the expression of LTP in hippocampal slices, the size of the sexually dimorphic nucleus, and the phosphorylation of NMDA receptor in different brain regions of these rats. Students utilized statistical techniques to test their hypotheses and were required to use the scientific literature in this field. Student work was evaluated by lab notebook content, weekly lab reports and a final manuscript‐style report that detailed their findings from this project. Students reported significant gains in posing questions and using evidence from one or more disciplines, in determining what valid scientific evidence is, and in communicating their results. The project also had a strong impact on the ability of the students to utilize the scientific literature. Supported by HHMI.