Demonstrating productive disciplinary engagement in biology education through NecomimiTM

Practicals in secondary school biology, compared to those in the physical sciences, typically require longer durations save for those involving biochemical reactions or simple physiological actions. Teachers also favor practical activities that better “guarantee” known outcomes or products. Yet this overemphasis on the latter can misrepresent biological inquiry and indeed of authentic scientific inquiry in general. In this case study, we describe how a commercially available technology (Necomimi^TM) that claims to be a real-time neural sensor capable of determining mental states of its wearer was used to foster preservice teachers’ Productive Disciplinary Engagement (PDE) in scientific practices during a biology teaching methods course. Through rapid collection of allegedly brainwave patterns, preservice biology teachers raised meaningful questions in biology, planned and carried out short investigations to support/refute their scientific claims, and had opportunities to critique and defend their results or claims with others in the class. In particular, we highlight how this pedagogical approach in this activity was aligned with the four key design principles – problematizing, resources, accountability, and authority – for fostering PDE among future biology teachers. Tools such as Necomimi^TM hold many benefits for instruction as well as being able to engage learners in the learning of scientific practices, which are truly important end goals in science education.