Journal
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
Volume 21, Issue 1, Pages -Publisher
AMER SOC MICROBIOLOGY
DOI: 10.1128/jmbe.v21i1.1905
Keywords
-
Categories
Funding
- National Science Foundation [1323006]
- Direct For Education and Human Resources
- Division Of Undergraduate Education [1323006] Funding Source: National Science Foundation
Ask authors/readers for more resources
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.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available