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Garzke J, Steinwand BJ. CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0007923. [PMID: 38661407 PMCID: PMC11210214 DOI: 10.1128/jmbe.00079-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 12/11/2023] [Indexed: 04/26/2024]
Abstract
With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be successfully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.
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Affiliation(s)
- Jessica Garzke
- Department of Zoology, University of British Columbia, Vancouver, Canada
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Goodwin EC, Shapiro C, Freise AC, Toven-Lindsey B, Moberg Parker J. Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00055-23. [PMID: 37614891 PMCID: PMC10443313 DOI: 10.1128/jmbe.00055-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 04/27/2023] [Indexed: 08/25/2023]
Abstract
Communicating science effectively is an essential part of the development of science literacy. Research has shown that introducing primary scientific literature through journal clubs can improve student learning outcomes, including increased scientific knowledge. However, without scaffolding, students can miss more complex aspects of science literacy, including how to analyze and present scientific data. In this study, we apply a modified CREATE(S) process (Concept map the introduction, Read methods and results, Elucidate hypotheses, Analyze data, Think of the next Experiment, and Synthesis map) to improve students' science literacy skills, specifically their understanding of the process of science and their ability to use narrative synthesis to communicate science. We tested this hypothesis using a retrospective quasi-experimental study design in upper-division undergraduate courses. We compared learning outcomes for CREATES intervention students to those for students who took the same courses before CREATES was introduced. Rubric-guided, direct evidence assessments were used to measure student gains in learning outcomes. Analyses revealed that CREATES intervention students versus the comparison group demonstrated improved ability to interpret and communicate primary literature, especially in the methods, hypotheses, and narrative synthesis learning outcome categories. Through a mixed-methods analysis of a reflection assignment completed by the CREATES intervention group, students reported the synthesis map as the most frequently used step in the process and highly valuable to their learning. Taken together, the study demonstrates how this modified CREATES process can foster scientific literacy development and how it could be applied in science, technology, engineering, and math journal clubs.
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Affiliation(s)
- Emma C. Goodwin
- School of Life Sciences, Arizona State University, Tempe, Arizona, USA
| | - Casey Shapiro
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles, Los Angeles, California, USA
| | - Amanda C. Freise
- Department of Microbiology, Immunology & Molecular Genetics, University of California Los Angeles, Los Angeles, California, USA
| | - Brit Toven-Lindsey
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles, Los Angeles, California, USA
| | - Jordan Moberg Parker
- Department of Microbiology, Immunology & Molecular Genetics, University of California Los Angeles, Los Angeles, California, USA
- Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, USA
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Lee S, Foster C, Zhong M, Bruce-Opris H, Duenas M, Parente V, Reid C, McCartney M. Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00214-22. [PMID: 37089242 PMCID: PMC10117142 DOI: 10.1128/jmbe.00214-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 02/16/2023] [Indexed: 05/03/2023]
Abstract
Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.
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Affiliation(s)
- Sangah Lee
- Auburn University, Department of Educational Foundations, Leadership & Technology, Auburn, Alabama, USA
| | - Cerrone Foster
- East Tennessee State University, Department of Biological Sciences, Johnson City, Tennessee, USA
| | - Min Zhong
- Auburn University, Department of Biological Sciences, Auburn, Alabama, USA
| | - Hannah Bruce-Opris
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Mainlyng Duenas
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Victoria Parente
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Chaniece Reid
- Florida International University, Department of Biological Sciences, Miami, Florida, USA
| | - Melissa McCartney
- Florida International University, Department of Biological Sciences and STEM Transformation Institute, Miami, Florida, USA
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Washburn ME, Shanks RA, McCartney M, Robertson CL, Segura-Totten M. Discussion of Annotated Research Articles Results in Increases in Scientific Literacy within a Cell Biology Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00154-22. [PMID: 37089223 PMCID: PMC10117138 DOI: 10.1128/jmbe.00154-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 12/15/2022] [Indexed: 05/03/2023]
Abstract
As the amount and complexity of scientific knowledge continues to grow, it is essential to educate scientifically literate citizens who can comprehend the process of science and the implications of technological advances. This is especially important when educating science, technology, engineering, and mathematics (STEM) college students, since they may play a central role in the future of scientific research and its communication. A central part of decoding and interpreting scientific information is the ability to analyze scientific research articles. For this reason, many different approaches for reading scientific research articles have been developed and published. Despite the availability of numerous ways of analyzing scientific research articles, biology students can face challenges that may prevent them from fully comprehending the text. We sought to address student challenges with science vocabulary and content knowledge by adding structural supports to in-classroom article discussions through the use of annotated articles from the Science in the Classroom initiative. We describe the pedagogical approach used for discussing scientific research articles within a required biology course. In this context, we found that students' scientific literacy skills increased at the end of the semester. We also found that, for each article discussed, the majority of students could interpret graphical representations of article results and that they could identify and comprehend components of the experimental design of the study.
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Affiliation(s)
- Mary E. Washburn
- Department of Plant Biology, University of Georgia, Athens, Georgia, USA
| | - Ryan A. Shanks
- Biology Department, University of North Georgia, Dahlonega, Georgia, USA
| | - Melissa McCartney
- Department of Biological Sciences and STEM Transformation Institute, Florida International University, Miami, Florida, USA
| | - Chuck L. Robertson
- Department of Psychological Science, University of North Georgia, Dahlonega, Georgia, USA
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Lee S, Zhong M, Foster C, Segura-Totten M, McCartney M. From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00126-22. [PMID: 36532209 PMCID: PMC9753651 DOI: 10.1128/jmbe.00126-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 10/25/2022] [Indexed: 05/09/2023]
Abstract
Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.
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Affiliation(s)
- Sangah Lee
- Auburn University, Department of Educational Foundations, Leadership & Technology, Auburn, Alabama, USA
| | - Min Zhong
- Auburn University, Department of Biological Sciences, Auburn, Alabama, USA
| | - Cerrone Foster
- East Tennessee State University, Department of Biological Sciences, Johnson City, Tennessee, USA
| | | | - Melissa McCartney
- Florida International University, Department of Biological Sciences and STEM Transformation Institute, Miami, Florida, USA
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Goller CC, Vandegrift M, Cross W, Smyth DS. Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-2. [PMID: 33584941 PMCID: PMC7861205 DOI: 10.1128/jmbe.v22i1.2135] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/12/2020] [Accepted: 11/28/2020] [Indexed: 06/12/2023]
Abstract
Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills.
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Affiliation(s)
- Carlos C. Goller
- Department of Biological Sciences, Biotechnology Program (BIT), North Carolina State University, Raleigh, NC 27695
| | | | - Will Cross
- NC State University Libraries, Raleigh, NC 27695
| | - Davida S. Smyth
- Eugene Lang College of Liberal Arts at The New School, New York City, NY 10011
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Pugh-Bernard A, Kenyon KL. Mini-review: CREATE-ive use of primary literature in the science classroom. Neurosci Lett 2020; 742:135532. [PMID: 33248160 DOI: 10.1016/j.neulet.2020.135532] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2020] [Revised: 11/02/2020] [Accepted: 11/17/2020] [Indexed: 11/16/2022]
Abstract
CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) is a pedagogical approach for teaching and learning science through the rigorous analysis of primary scientific literature. This mini-review focuses on the tools, assignments, and in-class activities by which this strategy immerses students in the process of science and further challenges students to embody the intellectual activities of actual scientists. We highlight the innovative ways in which CREATE pedagogy encourages students to think deeply about science. Applying this strategy has been shown to promote student gains in cognitive and affective behaviors while also fostering the development of science process skills. Herein we also provide a case study of CREATE implementation, which provides a detailed perspective on the realities of teaching with this strategy. Finally, we offer insights gained through the study of this pedagogy at different types of institutions, courses and student populations to demonstrate how CREATE can be broadly applied in STEM education.
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Affiliation(s)
- Aimee Pugh-Bernard
- Department of Immunology and Microbiology, University of Colorado Anschutz Medical Campus, Aurora, CO, USA
| | - Kristy L Kenyon
- Biology Department, Hobart and William Smith Colleges, Geneva, NY, USA.
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