Abstract

Neuroscience receives little attention in elementary school education, although students at this age are active explorers of their environment and can relate easily to exercises that involve the science of their senses. The neuroscientist has an important role in supporting elementary educators who might be uncomfortable with teaching science. To encourage such scientist–teacher interactions, changes must be made in the culture of the scientific community to promote these partnerships, with the ultimate goal of improving neuroscience literacy.

Author affiliations

1. William Cameron is at the Department of Behavioral Neuroscience and the Department of Physiology & Pharmacology, L-334, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland, Oregon 97239, USA.
2. Eric Chudler is at the Department of Anesthesiology, BOX 356540, 1959 NE Pacific Street, University of Washington, Seattle, Washington 98195-6540, USA.

Correspondence to: William Cameron¹ Email: cameronw@ohsu.edu