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.

中文翻译：

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单一的，狭Focus的CREATE主要文学模块唤起了遗传学学生的自我效能和对研究过程的理解†

使用CREATE工具接触初级文学作品已显示出对学生的自我效能和信念有积极影响，这些知识将这些知识纳入由训练有素的教师教授的为期一个学期的课程中。然而，在传统上不教授的课程中，短暂接触CREATE是否会产生类似的益处，这一点尚不清楚。我们假设，在此教学法中接受过短期CREATE模块培训且仅受过最少方法教育的学生，将在科学素养和自我效能感方面有所收获，同时也将认识论成熟。为了检验该假设，我们将经历过CREATE模块的学生部分与同一课程中没有CREATE的部分进行了比较。我们的假设得到了数据的部分支持，因为CREATE部分中的学生在自我效能方面取得了重大进步，但没有获得可转让的数据分析技能。这些部分的学生也自我报告，大大增强了对研究过程的理解。因此，这项研究表明，即使使用简短的模块，使用CREATE进行的原始文献分析也可以显着且积极地影响学生的自我效能和科学观。