Mitrano Darlene A
Department of Molecular Biology & Chemistry, Christopher Newport University, Newport News, VA 23606.
J Undergrad Neurosci Educ. 2019 Jun 30;17(2):C1-C5. eCollection 2019 Spring.
In this case, students read a 'press release' that describes the awarding of the 1906 Nobel Prize in Physiology or Medicine to Camillo Golgi and Santiago Ramon y Cajal. The case was developed to highlight the historical significance of these first descriptions of the nervous system for an upper level undergraduate neuroanatomy course. The dialogue was presented in a way to pique the students' interest by focusing on the disagreement between the two scientists on the structure and arrangement of neurons in the brain and peripheral nervous system. In the middle of the case, there were two concept check questions to ensure that the students understood the conflicting theories put forth by Golgi and Ramon y Cajal. At the end of the narrative, the class was broken into groups and assigned a series of questions to engage the students in reading primary literature (e.g., the acceptance speeches of both scientists), as well as secondary review articles on both Golgi's and Ramon y Cajal's contributions to the field of neuroscience. A series of primary and secondary articles was provided to the class, although this could be optional (depending on the course/level of students). Students presented their answers to the class in the form of short presentations. The case could also be used in an introductory neuroscience class to present the foundations of neuroanatomy, controversies in scientific discovery, biases that have existed or still exist, and how scientific information was disseminated prior to the 21 century.
在这个案例中，学生阅读了一篇“新闻稿”，内容是关于1906年诺贝尔生理学或医学奖授予卡米洛·高尔基（Camillo Golgi）和圣地亚哥·拉蒙·伊·卡哈尔（Santiago Ramon y Cajal）。该案例旨在突出这些关于神经系统的首次描述对于本科高年级神经解剖学课程的历史意义。通过聚焦两位科学家在大脑和外周神经系统中神经元的结构和排列上的分歧，以激发学生兴趣的方式呈现了这段对话。在案例中间，有两个概念检查问题，以确保学生理解高尔基和拉蒙·伊·卡哈尔提出的相互冲突的理论。在叙述结束时，班级被分成小组，并分配了一系列问题，让学生阅读原始文献（例如两位科学家的获奖感言）以及关于高尔基和拉蒙·伊·卡哈尔对神经科学领域贡献的二次综述文章。虽然这可以是可选的（取决于课程/学生水平），但还是为班级提供了一系列的原始和二次文章。学生以简短报告的形式向全班展示他们的答案。这个案例也可以用于神经科学入门课程，以介绍神经解剖学的基础、科学发现中的争议、过去或现在存在的偏见，以及21世纪之前科学信息是如何传播的。
