A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course

Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the nex...

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Autores principales:	Stanley M. Lo, Tiffany B. Luu, Justin Tran
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/db0691d926244c619d977960170aefec
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spelling	oai:doaj.org-article:db0691d926244c619d977960170aefec2021-11-15T15:04:42ZA Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course10.1128/jmbe.v21i1.18811935-78851935-7877https://doaj.org/article/db0691d926244c619d977960170aefec2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.1881https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention’s design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.Stanley M. LoTiffany B. LuuJustin TranAmerican 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 Stanley M. Lo Tiffany B. Luu Justin Tran A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course
description	Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention’s design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.
format	article
author	Stanley M. Lo Tiffany B. Luu Justin Tran
author_facet	Stanley M. Lo Tiffany B. Luu Justin Tran
author_sort	Stanley M. Lo
title	A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course
title_short	A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course
title_full	A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course
title_fullStr	A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course
title_full_unstemmed	A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course
title_sort	modified create intervention improves student cognitive and affective outcomes in an upper-division genetics course
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/db0691d926244c619d977960170aefec
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A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course

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