TY - JOUR
T1 - A single, narrowly focused CREATE primary literature module evokes gains in genetics students' self-efficacy and understanding of the research process
AU - Krufka, Alison
AU - Kenyon, Kristy
AU - Hoskins, Sally
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1323006, “CREATE, Cornerstone to Capstone: integrating a transformative paradigm for undergraduate biology education throughout the curriculum.” Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. This project was approved by CCNY IRB (HRPP # 2015-0685) and Rowan University IRB (2014-021). The authors would like to thank Al Gottesman for his data management. We would also like to thank all of the instructors participating in this study. The authors declare that there are no conflicts of interest.
Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1323006, "CREATE, Cornerstone to Capstone: integrating a transformative paradigm for undergraduate biology education throughout the curriculum." Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. This project was approved by CCNY IRB (HRPP # 2015-0685) and Rowan University IRB (2014-021). The authors would like to thank Al Gottesman for his data management. We would also like to thank all of the instructors participating in this study. The authors declare that there are no conflicts of interest.
Publisher Copyright:
© 2020 Author(s).
PY - 2020/4
Y1 - 2020/4
N2 - Exposure to primary literature using CREATE tools has been shown to have a positive impact on students' self-efficacy and beliefs when incorporated into semester-long courses taught by extensively trained faculty. However, it is unknown whether similar benefits can occur with a brief exposure to CREATE in an otherwise traditionally taught course. We hypothesized that students who experienced a short-term CREATE module taught by faculty with minimal training in this pedagogy would make gains in scientific literacy and self-efficacy while also experiencing epistemological maturation. To test this hypothesis, we compared sections of students who experienced the CREATE module with sections of the same course taught without CREATE. Our hypothesis was partially supported by the data in that students in CREATE sections made significant gains in self-efficacy but did not gain transferable data analysis skills. Students in those sections also self-reported significantly enhanced understanding of the research process. Thus, this study suggests that analysis of primary literature using CREATE, even in short modules, can significantly and positively affect students' self-efficacy and their views of science.
AB - Exposure to primary literature using CREATE tools has been shown to have a positive impact on students' self-efficacy and beliefs when incorporated into semester-long courses taught by extensively trained faculty. However, it is unknown whether similar benefits can occur with a brief exposure to CREATE in an otherwise traditionally taught course. We hypothesized that students who experienced a short-term CREATE module taught by faculty with minimal training in this pedagogy would make gains in scientific literacy and self-efficacy while also experiencing epistemological maturation. To test this hypothesis, we compared sections of students who experienced the CREATE module with sections of the same course taught without CREATE. Our hypothesis was partially supported by the data in that students in CREATE sections made significant gains in self-efficacy but did not gain transferable data analysis skills. Students in those sections also self-reported significantly enhanced understanding of the research process. Thus, this study suggests that analysis of primary literature using CREATE, even in short modules, can significantly and positively affect students' self-efficacy and their views of science.
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U2 - 10.1128/JMBE.V21I1.1905
DO - 10.1128/JMBE.V21I1.1905
M3 - Article
AN - SCOPUS:85091185970
SN - 1935-7877
VL - 21
JO - Journal of Microbiology and Biology Education
JF - Journal of Microbiology and Biology Education
IS - 1
ER -