Gregory J. Gage
Papers
4
Total Citations
20
H-Index
2
About
Gregory J. Gage is a leading advocate for transforming neuroscience education through hands-on, technology-driven learning. His research centers on developing and evaluating neurorobotics curricula that make computational neuroscience accessible to high school students and teachers. Gage’s major contribution is the creation of a structured, workshop-based approach where students build and program brain-based robots, bridging abstract neural concepts with tangible, interactive experiments. His most-cited work, a 2020 study on a neurorobotics workshop (14 citations), demonstrates that this method significantly boosts students’ competence and confidence in computational neuroscience, addressing a critical need for training the next generation of scientists and clinicians. Subsequent studies, including a 2021 paper on teacher perceptions (2 citations) and a 2024 curriculum design (2 citations), further validate the effectiveness and scalability of his approach. By equipping educators with engaging, robot-centered pedagogy, Gage is not only demystifying the brain but also actively building a more diverse and skilled neuroscience workforce—one classroom at a time.
Research Focus
Key Achievements
Top Papers
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