Jump to content
AJS

Neuroscience Teaching tools/learning materials

Recommended Posts

decent psychology lectures

http://www.psych.umn.edu/meehlvideos.php

 

A wonderful compilation of interactive Neuroanatomy quizzes

http://library.med.utah.edu/kw/hyperbrain/quiz/index.html

 

MIT brain/cognitive sciences courses

http://ocw.mit.edu/courses/brain-and-cognitive-sciences/

 

if you want lecture notes and, most courses have them available. A great way to learn the material.

 

An in depth MRI imagery based Atlas

http://www.med.harvard.edu/AANLIB/home.html

Share this post


Link to post
Share on other sites

A free online Neuroscience Textbook. (for those of you to cheap to buy one)

http://neuroscience.uth.tmc.edu/

 

A Great genome browser (requires competency in bioinformatics)

http://genome.ucsc.edu/

 

One of my favorite podcasts

http://www.brainsciencepodcast.com/

 

For those of you teaching undergraduate classes but do not have the resources for labs. (you will have to download software to make full use of these)

http://mdcune.psych.ucla.edu/

Share this post


Link to post
Share on other sites

i agree ...... lack of sleep will cause many problems. ..... find out why you cant sleep. I joined this site xmas evening many yrs ago.....most made fun of me, really all could give a poo that i was suffering, but i did learn a lot about science from logic and need and also researched many new devices thru google. I will not even bring up the hell i have been thru but try this....... Before you sleep make sure all electronics are shut off, in a draw or away from you...... especially any remote controls..... see if the room is more peaceful...... really we are in a time with so many remote electronic devices that it affects our normal sleep these waves bounce off everything. Shut any light that could come in from an external area, light is also a wave....like windows.....if it is still bad and you have vibrations waking you (sometimes you dont know what is waking u)..... then get rid of any mattress with any metal in it .....go with those new padded beds where no electronics could affect or attract the metal. Those mattresses also may help with "surround sound" of a neighbor..... surround sound you cant hear it ...but you feel it.

 

I had always thought that science started with a theory then one would figure the reason. But when one brings up anything to do with the unknown.....the proof here at this site was......its either neurological or your nuts. So be at peace with yourself. as pope john Paul use to say........be not afraid.

Share this post


Link to post
Share on other sites

The Society for Neuroscience, along with The Kavli Foundation and the Gatsby Charitable Foundation, maintain a site that has information accessible to the layperson and is probably a good place to start for an answer to general questions about the brain. An excellent go-to source if you are generally curious about anything brain-related.

 

One thing I do like in particular is the way it address certain "brain myths" that people hear and wonder if it is true (there is a hyperlink at the top of the page that says "neuromyths" as of the date I made this post):

 

http://www.brainfacts.org/

Edited by CPG

Share this post


Link to post
Share on other sites

There is a resource of anatomy animations that's great for teaching. I find this to be quite the useful teaching tool, especially with the animated lessions and quizzes that comes with the package. Do check it out, it is paid, but it costing no more than any of my typical anatomy textbooks, it was well worth being able to get students' attention.

 

I have a link for it here: http://tinyurl.com/animatedanatomy

 

Cheers everyone,

cam

Share this post


Link to post
Share on other sites

For those who are attempting to be frugal yet obtain reading materials on neuroscience, an individual should become aware of the libraries around him or her that offer reading materials. Some public and private university and college campuses allow individuals to visit them, use their resources, and check out materials. From there, if a reading material is not available, such as from the on-site computers that may or may not offer individuals to access databases with eBooks and access to journal articles, a person can go about using interlibrary loan. In my experience with neuroscience education, the academia route brings forth subjective grading routines that may not be representative of the knowledge acquired from learning materials.

 

One of the things that an educational experience in the biological sciences will present is a large amount of memorization. The memorization aspect is not as important as "understanding" the material or at least seeing how concepts relate to each other and making sense of the learning material enough that the learning material can be referenced to again in order to use it as one's foundation of understanding the realm of neuroscience. Memorization tends to be a key aspect in entrance to medical school, at least in the U.S.A., and many educational facilities put emphasis on this when encountering neuroscience-related courses, such as neuroanatomy. Academia, at least in my experience in the U.S.A., focuses on memorization. The method I'm discussing here is for self-education: Being able to interpret the material while having the ability to reference it at later time. That method is more of a relaxed method than one may encounter in academia. From the method I'm suggesting, the materials a person uses become an extension of the person's memory for later retrieval of concepts that were previously learned.

 

For those worried about the necessity of memorization while self-educating, memorization is not as important as being able to encounter, interpret, and have an intuitive understanding of the material to see how many of the concepts relate to each other. As such, as one moves from one subject of biology to another, a person can review his or her foundational knowledge that exists in the material he or she has encountered in the case material is forgotten through time. This is not to say that a level of memorization is not important; but what is more important is being able to quickly review foundational knowledge in order to learn new topics that build on that foundational knowledge. For instance, if a person is studying neuromathematics, a mathematics textbook may be useful to review for its foundational knowledge.

 

A basic neuroscience education does not require more than a knowledge of high school algebra. Calculus and higher mathematics get involved when a person begins to investigate the physical aspects of the nervous system and more intricate systems, such as vision. Mathematics do get involved, but their involvement comes as a person begins to increasingly specialize in a particular field, such as vision or memory. That is not to say that many aspects of neuroscience in relation to vision and memory cannot be understood with higher maths: They can; but there is eventually a roadblock.

 

Another thing an educational experience in academia will present is an ability to become familiar with electronic databases, such as the Web of Science and ScienceDirect, that offer a person an ability to look through scientific journal articles. Although a person may hold an interest in being able to read scientific articles, I suggest developing a wide and foundational knowledge of neuroscience before attempting to read neuroscience articles. From there, a person may be able to identify his or her weaknesses in knowledge, such as genetics or molecular biology, which may lead to further reading in the biological sciences, as there are books that specifically those topics that could be used for a course. Again, libraries are useful when coming to roadblocks.

 

One book that individuals may be interested in is Principles of Neural Science by Eric Kandel and others. Older copies should not be too difficult to obtain.

 

First published in 1981 by Elsevier, Principles of Neural Science is an influential neuroscience textbook edited by Eric R. Kandel, James H. Schwartz, and Thomas M. Jessell. The original edition was 468 pages; now on the fifth edition, the book has grown to 1760 pages. The second edition was published in 1985, third in 1991, fourth in 2000. The fifth and latest edition was published on October 26th, 2012 and includes Steven A. Siegelbaum and A.J. Hudspeth as editors.[1]

 

 

- http://en.wikipedia.org/wiki/Principles_of_Neural_Science

 

As of the date of this post, I would not suggest buying a book prior to the third edition.

 

Combined with information an individual can get from the Internet, Internet webforums, such as this, and other websites may be used to generate discussion and learn more. Neuroscience does not stop at understanding the biology of the brain. There is psychology, philosophy, mathematics, and more that is involved. The further one wants to go into the neurosciences, the more one will need to increasingly acquire knowledge and information in those fields. There are other fields, such as neuromathematics, neurology, neuropsychology, neuroengineering, neurochemistry, neurosurgery, and so on. Although specialization can occur, foundational aspects tend to have a critical impact on how one perceives his or her research and its meaning for not only the researcher but the public.

 

And one of my best pieces of advice is this: Ask a lot of questions.

 

Hands-on techniques are more than likely going to be learned inside of a laboratory. As such, a person may want to request an audience with a research group if interested in becoming part of the research collaboration. Research groups exist in businesses and as part of educational facilities. Hands-on techniques can also be obtained when moving up through an educational system. Although it's possible to do some research on one's own (such as electrophysiology), the financial burden may be too much. Furthermore, competition exists in the research world. Personal connections may enable some people to easily get into a laboratory, while a work ethic and a knack for innovation may help others.

Edited by Genecks

Share this post


Link to post
Share on other sites

Nernst/Goldman simulator from the University of Arizona. Great for trying to get a handle on membrane potential.

 

Available as an iOS or web-based flash app.

 

Description: http://www.azps.life/home/2016/4/28/teaching-spotlight-nernstgoldman-simulator

iOS app (free): https://itunes.apple.com/us/app/nernst-goldman-equation-simulator/id1022504095?mt=8

Flash app (free, downloadable for Windows or Mac): http://www.nernstgoldman.physiology.arizona.edu/

 

Cheers.

Share this post


Link to post
Share on other sites

Here's a great (and current) article with sound recordings showing the potential for computers to understand speech from mapping neuro-pathways in the brain. It could be a good segue for kids to become engaged in the subject by showing them its relevance in today's scientific breakthroughs with real-world applications. 

https://www.nature.com/articles/d41586-019-01328-x

 

Share this post


Link to post
Share on other sites

Create an account or sign in to comment

You need to be a member in order to leave a comment

Create an account

Sign up for a new account in our community. It's easy!

Register a new account

Sign in

Already have an account? Sign in here.

Sign In Now

×
×
  • Create New...

Important Information

We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we'll assume you're okay to continue.