Andresa M C Germano, Bruna Tarasuk Trein Crespo, Ana Luiza Trombini Tadielo, Patrícia A Batista da Rosa, Melanie Strohbach, Ludwig Mauersberger, Pâmela B Mello-Carpes
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引用次数: 0
Abstract
Here, we report a successful initiative between Brazil and Germany to stimulate neuroscience outreach: the POPNeuro Program. The POPNeuro Program is a neuroscience outreach project created in Brazil that has been active for over ten years. It was initiated in Uruguaiana/RS/Brazil and linked to the Physiology Research Group from the Federal University of Pampa. The neuroscience dissemination was developed mainly in school environments by a team that includes neuroscientists and university undergraduate and graduate students. One of the key focuses of POPNeuro is to identify and avoid the dissemination of neuromyths (misconceptions generated by a misunderstanding, a misreading, or a misquoting of scientific facts). Following an initial research cooperation, the Brazilian and German teams decided to replicate some of the POPNeuro activities in Germany. The POPNeuro spin-off developed the first activities in Germany included neuroscience disclosure activities during the TUC Open Campus Day and a Neuroscience of Learning course for sports and physical education teachers. During the activities, participants took a quiz to identify the prevalence of neuromyths and knowledge of neuroscience facts. The results demonstrate a high prevalence of neurotmyths between the different participants. Despite the socio-cultural differences, these results are in line with previous results from POPNeuro in Brazil. Considering our experience and the participants' evaluations, we are confident that promoting the internationalization of this successful neurophysiology outreach program, expanding the Brazilian POPNeuro program in Germany will have a positive impact. This initiative represents a model of international cooperation that should be stimulated.
期刊介绍:
Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.