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Brains Rule! Fun = Learning = Neuroscience Literacy

Department of Pharmacy Sciences, Creighton University, Omaha, Nebraska, amzarsmi{at}creighton.edu

Keli Mu

Department of Occupational Therapy, Creighton University, Omaha, Nebraska

Cynthia L. Phelps

Department of Health Informatics, School of Health Information Science, University of Texas-Houston

Lynne E. Houtz

Department of Education, Creighton University, Omaha, Nebraska

Charlotte B. Royeen

Department of Occupational Therapy, Creighton University, Omaha, Nebraska

Brains Rule! Neuroscience Expositions is a project designed to improve neuroscience literacy among children and the general public by applying a model where neuroscience professionals transfer knowledge and enthusiasm about neuroscience through fun, engaging hands-on activities. This educational model draws strength from many national and local partnerships of neuroscience professionals to coordinate expositions across the country in a variety of local communities. Brains Rule! Neuroscience Expositions uses a flexible science fair-like format to engage children in the process of science and teach about neuroscience concepts, facts, and professions. Neuroscience literacy is important to everyday life and helps individuals better understand themselves, make informed decisions about health and drug use, participate knowledgeably in governmental and social issues, and better understand scientific advancements. In this study, children’s ratings of Brains Rule! Neuroscience Expositions activities were analyzed both quantitatively and qualitatively. Analysis of the responses revealed that overall the children perceived the learning activities as fun and interesting and believed that they learned something about the brain and nervous system after engaging in the activities. The Brains Rule! Neuroscience Expositions education model can be an effective tool in improving neuroscience literacy for both children and adults.

Key Words: Outreach • Neuroscience literacy • Evaluation • Education model

The Neuroscientist, Vol. 8, No. 5, 396-404 (2002)
DOI: 10.1177/107385802236965


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