A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process

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 CRE...

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Autores principales:	Alison Krufka, Kristy Kenyon, Sally Hoskins
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/176d692f24b24f238e6559b24793ff88
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spelling	oai:doaj.org-article:176d692f24b24f238e6559b24793ff882021-11-15T15:04:42ZA Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process10.1128/jmbe.v21i1.19051935-78851935-7877https://doaj.org/article/176d692f24b24f238e6559b24793ff882020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.1905https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Exposure 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.Alison KrufkaKristy KenyonSally HoskinsAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Alison Krufka Kristy Kenyon Sally Hoskins A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
description	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.
format	article
author	Alison Krufka Kristy Kenyon Sally Hoskins
author_facet	Alison Krufka Kristy Kenyon Sally Hoskins
author_sort	Alison Krufka
title	A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
title_short	A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
title_full	A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
title_fullStr	A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
title_full_unstemmed	A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
title_sort	single, narrowly focused create primary literature module evokes gains in genetics students’ self-efficacy and understanding of the research process
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/176d692f24b24f238e6559b24793ff88
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A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process

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