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.

中文翻译：

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修改后的CREATE干预可提高高等遗传学课程的学生认知和情感效果†

许多国家报告都呼吁对本科生进行生物学教育，以将研究和分析思维纳入课程。因此，已经开发并测试了干预措施。CREATE（考虑，阅读，阐明假设，分析和解释数据以及考虑下一个实验）是一种教学策略，旨在通过脚手架方式认真阅读基础文献，让学生学习核心概念和能力。CREATE已被许多讲师在不同的机构环境中成功实施，并已证明可以帮助学生在情感，认知和认识论领域中发展，与更广泛的荟萃分析相一致，证明了主动学习的有效性。但是，一些有关CREATE的研究报告了不同的结果，提出与执行的忠诚度和完整性有关的有效性方面的重要问题。在这里，我们描述了结合了CREATE修改版的高等遗传学课程。与最初的CREATE教学策略相似，我们的干预设计基于现有的学习原则。使用现有的概念清单和经过验证的调查工具，我们发现，与三个对照组相比，我们经过改进的CREATE干预可以提高学生的情感和认知收获。我们还发现，在改进的CREATE干预下，学生倾向于低估他们的学习和表现，而某些比较组的学生则相反。一起，