In order to collect accurate data, we created a survey of five simple questions. The questions consisted of the following: How long (in hours) do you spend doing homework or studying each night; how many nights before a test do you begin to study; what do you do in order to prepare for a test; in class, what is the most beneficial learning strategy; and what grade do you normally receive? We made several copies of the survey and asked people to fill out the survey in each of our classes, at lunch, and in homeroom in order to receive a wide range of different types of students. We used use trust to believe that we were getting an honest response from our classmates. The data that we collected was advantageous because we gathered information on how must students learn best. We recorded our peers answers based on each question and broke them up to find the most common answers. The data helped us decide what type of specific learning strategies to use and which ones we should not use based on the students common answers.
From our survey, we learned that the students who are most successful study multiple nights before an exam. Therefore, our learning strategies should be diverse and include many different activities that can be done on multiple nights; perhaps one strategy per night. Additionally, we learned that students are more successful when, on average, they study for more than one hour each night. However, from our survey, we learned that each student has his or her own learning strategy that works best. There is no one specific way that can guarantee success when trying to learn. Nevertheless, we realized that repetition is major component of learning information successfully without memorization. Also, we learned that when students have to apply the information to abstract problems, they seem to understand the information better.
Our survey has helped us decide which learning strategies would most benefit students because we have determined what most successful students do in order to study and receive good grades. The survey gave us a basis and will help us start building our learning strategy. Our learning strategies must be very diverse in order for to benefit all different types of learners. The survey also has helped us decide that our learning strategies must not be “boring” because if students need to study for multiple nights and for multiple hours, students must be interested in learning. Also, our strategies must be diverse, but repeat the same information and force students to use all parts of their brain. If students use all parts of their brain, they have a better chance of reasoning, understanding, and learning the neuroscience.
Our survey gave us many pieces of information that correlate directly to how students can learn neuroscience effectively. First, when reviewing the data, we can see that students, who study and do homework for more hours each night, generally perform better and get better grades. However, there are some exceptions to the general trend. Therefore, when planning our learning strategies we took into consideration that learning should occur in class and at home for a fairly long amount of time in order for students to fully understand neuroscience. Our learning strategies are interesting and students can spend a decent amount of time completing each activity on a nightly basis. Informational videos about neuroscience and parts of the brain can help teach students from an initial standpoint. Through educational videos, students can gain background knowledge on neuroscience. With more exposure to neuroscience, the brain can process and store information as long term memories. A second piece of information we pulled from our survey is that when students study more than one night before a test, they seem to do better. We used this information while deciding what learning strategies to use. Our learning strategies must be interesting and different so students can use the strategies for multiple nights. With experience, students will learn the information just as studying for several hours each night. Another piece of information we took from our data is that students are very diverse and each have their own individual learning techniques that work best for them. While coming up with learning strategies we took into consideration that all students are different. Therefore, we made out learning strategies very diverse. Each learning strategy uses a different type of learning and works a different part of the brain. The video is a visual demonstration of neuroscience and works the occipital lobe of the brain. The poems being read aloud is processed by the temporal lobe. The game uses all parts of the brain and the problem solving requires critical thinking and use of the brain. A fourth piece of information we discovered from our survey is that most students learn through repetition and rehearsal. Therefore, when learning neuroscience, our strategies should all have some common information so that students learn the information through all four strategies. When a student experiences the information about neuroscience many times, the information may be able to be stored by his or her long term memory. Connections will be made and a student may comprehend neuroscience. A fifth and final piece of information we learned from our data is that although many students learn differently, the most common learning strategy is a demonstration or lecture. When students experience the information and see why certain things occur, students seem to understand neuroscience better. Therefore, our video is a very informational video with demonstrations and visual aids.
Generally, we used our prior knowledge, our personal experience, and our survey to determine our four successful learning strategies of a video, a game, poems, and problem solving.
Importance:
When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience. It is important to understand learning, thinking, memory, and language for our understanding of neuroscience because to be able to come up with a strategy to learn neuroscience, we must know how the brain works best. We must know how humans have been learning for a long time in history. With research we can understand how the brain works. We must know what makes the brain think and how the brain stores memories. When studying neuroscience, it is important to know that each side and even different parts of the brain have different functions. The temporal lobe assists in memory and it is important to know how to get the temporal lobe to work and how to get it to store information. The temporal lobe processes visual and auditory information. The structure of language is also important to understand. If high level vocabulary and structure is being used, it will be hard to comprehend neuroscience. If the language used is structured in ways that is easy to understand, more people will learn neuroscience.
When one understands the roles that learning, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. These learning techniques can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. Four strategies will eventually become an outline for success in everyday life. When we understand how we individually can learn best and how we can remember information by using all parts of the brain, we can become better learners and continue to learn information on a daily basis.
When we understand learning, thinking, memory, and language can be optimized, we will be able to learn all sorts of information, not just neuroscience. We can utilize our strategies and apply them to any subject of psychology. When we understand how to learn and store information in our long term memory, we will be able to be successful in learning psychology all throughout the year.
Our groups learning strategy is very effective and could be the best way to learn for everyone. We made our learning strategy effective by starting with a video. The initial informational video is building a knowledge base for the information that can be used later. Through demonstration and visual aids, students can start to comprehend the information and also take notes. The fun jokes are also an easy, fun way to learn neuroscience. After starting to learn neuroscience, the information in the video can be repeated through fun songs and poems. Like the jokes in the video, the poems are effective in allowing students come up with tricks to remember the difficult facts of neuroscience. Also, the students listening to the poems allow them to use their temporal lobe to remember. After the repetition and rehearsal of neuroscience, students can start trying to recall and use the information in a Pictionary game. Students must use critical thinking and use many parts of the brain to understand and comprehend neuroscience. Once students continue to use the information, students will start to learn the information. Finally, we can introduce problem solving. Students can now use all of their gained knowledge about neuroscience and apply it to real world problems. Students will not learn anything unless they apply it to what they know. As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience. To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology. By taking a step by step process in learning neuroscience, our learning strategy is very effective for most students.
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