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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
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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society of Microbiology
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7198225/ https://www.ncbi.nlm.nih.gov/pubmed/32431774 http://dx.doi.org/10.1128/jmbe.v21i1.1905 |
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author | Krufka, Alison Kenyon, Kristy Hoskins, Sally |
author_facet | Krufka, Alison Kenyon, Kristy Hoskins, Sally |
author_sort | Krufka, Alison |
collection | PubMed |
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 | Online Article Text |
id | pubmed-7198225 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | American Society of Microbiology |
record_format | MEDLINE/PubMed |
spelling | pubmed-71982252020-05-19 A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process Krufka, Alison Kenyon, Kristy Hoskins, Sally J Microbiol Biol Educ Research 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. American Society of Microbiology 2020-04-30 /pmc/articles/PMC7198225/ /pubmed/32431774 http://dx.doi.org/10.1128/jmbe.v21i1.1905 Text en ©2020 Author(s). Published by the American Society for Microbiology This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work. |
spellingShingle | Research Krufka, Alison Kenyon, Kristy Hoskins, Sally A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process |
title | 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_short | 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 |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7198225/ https://www.ncbi.nlm.nih.gov/pubmed/32431774 http://dx.doi.org/10.1128/jmbe.v21i1.1905 |
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