Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students' understanding of the early years in England.
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| Title: | Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students' understanding of the early years in England. |
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| Authors: | Dalton, Louise J.1 (AUTHOR) louise.dalton@psych.ox.ac.uk, Aukland, Louise1,2 (AUTHOR), Lloyd‐Newman, Ella1,2 (AUTHOR), Buechner, Hadassah1,3 (AUTHOR), McCall, Amy1 (AUTHOR), Rapa, Elizabeth1 (AUTHOR) |
| Source: | Curriculum Journal. Mar2025, Vol. 36 Issue 1, p126-146. 21p. |
| Subject Terms: | *Curriculum planning, *School dropout prevention, Choice (Psychology), Neural development, Polysemy |
| Abstract: | The Oxford SEEN (Secondary Education around Early Neurodevelopment) project developed Key Stage 3 (11–14 year olds) science lesson content about the importance of the early years for lifelong health and evaluated its impact on students' knowledge of the neuroscience and practical application to a real‐world scenario. A mixed methods approach was used collecting quantitative and qualitative data from students and staff using pre‐ and post‐lesson surveys and focus groups. Data were analysed from 2767 students from 20 schools in England. The new curriculum successfully increased both student's scientific understanding and practical application of knowledge about neurodevelopment and the role of the caregiver. students' mean multiple choice question scores (assessing knowledge) were higher post‐lesson compared to pre‐lesson; this increase was consistent across gender and year group. The post‐lesson and 6–8‐week follow‐up scores were similar, indicating a retention in students' knowledge. Students were also asked how they would care for a 2‐year‐old child to promote brain development; before the lessons 89% of students provided no or a basic level answer, but after the lessons 50% of students provided detailed or advanced comments. The lessons were feasible and acceptable; both teachers and students stated the curriculum should be taught to other students. Qualitative analyses indicated that the lessons inspired the curiosity of both teachers and students and were perceived to impact on students' interaction with children in their current lives and their future career choices. The Oxford SEEN curriculum could serve as a foundation to build community‐wide knowledge about the importance of the early years, with the aim of enhancing mental and physical health outcomes for future generations. [ABSTRACT FROM AUTHOR] |
| Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184199778 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students' understanding of the early years in England. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dalton%2C+Louise+J%2E%22">Dalton, Louise J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> louise.dalton@psych.ox.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Aukland%2C+Louise%22">Aukland, Louise</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lloyd‐Newman%2C+Ella%22">Lloyd‐Newman, Ella</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Buechner%2C+Hadassah%22">Buechner, Hadassah</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McCall%2C+Amy%22">McCall, Amy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rapa%2C+Elizabeth%22">Rapa, Elizabeth</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Curriculum+Journal%22">Curriculum Journal</searchLink>. Mar2025, Vol. 36 Issue 1, p126-146. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Choice+%28Psychology%29%22">Choice (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Neural+development%22">Neural development</searchLink><br /><searchLink fieldCode="DE" term="%22Polysemy%22">Polysemy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Oxford SEEN (Secondary Education around Early Neurodevelopment) project developed Key Stage 3 (11–14 year olds) science lesson content about the importance of the early years for lifelong health and evaluated its impact on students' knowledge of the neuroscience and practical application to a real‐world scenario. A mixed methods approach was used collecting quantitative and qualitative data from students and staff using pre‐ and post‐lesson surveys and focus groups. Data were analysed from 2767 students from 20 schools in England. The new curriculum successfully increased both student's scientific understanding and practical application of knowledge about neurodevelopment and the role of the caregiver. students' mean multiple choice question scores (assessing knowledge) were higher post‐lesson compared to pre‐lesson; this increase was consistent across gender and year group. The post‐lesson and 6–8‐week follow‐up scores were similar, indicating a retention in students' knowledge. Students were also asked how they would care for a 2‐year‐old child to promote brain development; before the lessons 89% of students provided no or a basic level answer, but after the lessons 50% of students provided detailed or advanced comments. The lessons were feasible and acceptable; both teachers and students stated the curriculum should be taught to other students. Qualitative analyses indicated that the lessons inspired the curiosity of both teachers and students and were perceived to impact on students' interaction with children in their current lives and their future career choices. The Oxford SEEN curriculum could serve as a foundation to build community‐wide knowledge about the importance of the early years, with the aim of enhancing mental and physical health outcomes for future generations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/curj.270 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 126 Subjects: – SubjectFull: Curriculum planning Type: general – SubjectFull: School dropout prevention Type: general – SubjectFull: Choice (Psychology) Type: general – SubjectFull: Neural development Type: general – SubjectFull: Polysemy Type: general Titles: – TitleFull: Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students' understanding of the early years in England. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dalton, Louise J. – PersonEntity: Name: NameFull: Aukland, Louise – PersonEntity: Name: NameFull: Lloyd‐Newman, Ella – PersonEntity: Name: NameFull: Buechner, Hadassah – PersonEntity: Name: NameFull: McCall, Amy – PersonEntity: Name: NameFull: Rapa, Elizabeth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09585176 Numbering: – Type: volume Value: 36 – Type: issue Value: 1 Titles: – TitleFull: Curriculum Journal Type: main |
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