Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy

Many science educators agree that 21st century students need to develop mature scientific thinking skills. Unsurprisingly, students’ and experts’ perceptions about the nature of scientific knowledge differ. Moreover, students’ naïve and entrenched epistemologies can preclude their development toward...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Sally G. Hoskins, Alan J. Gottesman
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/dff70483c9c34235b0e494bcec86764d
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:dff70483c9c34235b0e494bcec86764d
record_format	dspace
spelling	oai:doaj.org-article:dff70483c9c34235b0e494bcec86764d2021-11-15T15:04:53ZInvestigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy10.1128/jmbe.v19i1.14401935-78851935-7877https://doaj.org/article/dff70483c9c34235b0e494bcec86764d2018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1440https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many science educators agree that 21st century students need to develop mature scientific thinking skills. Unsurprisingly, students’ and experts’ perceptions about the nature of scientific knowledge differ. Moreover, students’ naïve and entrenched epistemologies can preclude their development toward “thinking like scientists.” Novel teaching approaches that guide students toward more mature perceptions may be needed to support their development of scientific thinking skills. To address such issues, physics educators developed the Colorado Learning Attitudes About Science Survey (CLASS), subsequently adapted for chemistry and biology. These surveys are “designed to compare novice and expert perceptions about the content and structure of a specific discipline; the source of knowledge about that discipline, including connection of the discipline to the real world; and problem-solving approaches” (Semsar et al., CBE Life Sci. Educ. 10:268–278; p 269). We used CLASS-Bio to track students’ perceptions of science in separate first-year and upper-level CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) electives, hypothesizing that perceptions would become significantly more expert-like across a semester. Both first-year and upper-level cohorts made significant expert-like shifts. Students also made significant critical thinking gains in CREATE courses. Our findings of more mature, expert-like perceptions of science post-course contrast with those of previous studies, where students’ thinking became significantly less expert-like across a term of introductory instruction and changed little in upper-level biology electives. Augmenting traditional biology curricula with CREATE courses could be an economical way to help undergraduates develop more mature views of science.Sally G. HoskinsAlan J. GottesmanAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
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 Sally G. Hoskins Alan J. Gottesman Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
description	Many science educators agree that 21st century students need to develop mature scientific thinking skills. Unsurprisingly, students’ and experts’ perceptions about the nature of scientific knowledge differ. Moreover, students’ naïve and entrenched epistemologies can preclude their development toward “thinking like scientists.” Novel teaching approaches that guide students toward more mature perceptions may be needed to support their development of scientific thinking skills. To address such issues, physics educators developed the Colorado Learning Attitudes About Science Survey (CLASS), subsequently adapted for chemistry and biology. These surveys are “designed to compare novice and expert perceptions about the content and structure of a specific discipline; the source of knowledge about that discipline, including connection of the discipline to the real world; and problem-solving approaches” (Semsar et al., CBE Life Sci. Educ. 10:268–278; p 269). We used CLASS-Bio to track students’ perceptions of science in separate first-year and upper-level CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) electives, hypothesizing that perceptions would become significantly more expert-like across a semester. Both first-year and upper-level cohorts made significant expert-like shifts. Students also made significant critical thinking gains in CREATE courses. Our findings of more mature, expert-like perceptions of science post-course contrast with those of previous studies, where students’ thinking became significantly less expert-like across a term of introductory instruction and changed little in upper-level biology electives. Augmenting traditional biology curricula with CREATE courses could be an economical way to help undergraduates develop more mature views of science.
format	article
author	Sally G. Hoskins Alan J. Gottesman
author_facet	Sally G. Hoskins Alan J. Gottesman
author_sort	Sally G. Hoskins
title	Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
title_short	Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
title_full	Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
title_fullStr	Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
title_full_unstemmed	Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy
title_sort	investigating undergraduates’ perceptions of science in courses taught using the create strategy
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/dff70483c9c34235b0e494bcec86764d
work_keys_str_mv	AT sallyghoskins investigatingundergraduatesperceptionsofscienceincoursestaughtusingthecreatestrategy AT alanjgottesman investigatingundergraduatesperceptionsofscienceincoursestaughtusingthecreatestrategy
_version_	1718428224345604096

Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy

Ejemplares similares