Implementing an integrated epistemic framework: a multimodal active learning approach in translational neuroscience
Author(s)
Alavian, Kambiz N
Type
Journal Article
Abstract
The theoretical and practical aspects of science education are often uncoupled, resulting in decontextualized learning. To address this concern, the present work adopts the view that scientific discovery is a form of learning, and that its hypothetico-deductive and transformative processes are essential for learning in scientific disciplines. This paper presents an educational practice developed for a graduate-level translational neuroscience module, centered on the process of scientific inquiry through student-led, hypothesis-driven research design. The project adopts a multimodal framework, based on multiple pedagogical and philosophical concepts, including transformative learning, threshold concepts, social constructivism, and the philosophies of Popper and Kuhn, to integrate content knowledge with epistemological development. By mirroring the logistics and logic of scientific discovery, and through iterative cycles of discussion, reflection, and critical evaluation, the students navigate both cognitive and affective domains and engage with complex and often troublesome topics in translational neuroscience.
Date Issued
2026-03-01
Date Acceptance
2025-11-06
Citation
Advances in Physiology Education, 2026, 50 (1), pp.32-38
ISSN
1043-4046
Publisher
American Physiological Society
Start Page
32
End Page
38
Journal / Book Title
Advances in Physiology Education
Volume
50
Issue
1
Copyright Statement
© 2025 The Authors. Licensed under Creative Commons Attribution CC-BY-NC 4.0. Published by the American Physiological Society.
License URL
Identifier
10.1152/advan.00160.2025
Subjects
active learning
multimodal learning
neuroscience
social constructivism
transformative learning
Publication Status
Published
Date Publish Online
2025-12-15