This study shows that a one-semester course aimed at STEM-interested freshmen and focused on scientific literature analysis using the CREATE strategy can produce gains in thinking/design ability as well as epistemological maturation.
This study addressed whether 1) workshop-trained community college faculty teach effectively with CREATE in their first attempt and 2) two-year students in CREATE courses make cognitive and affective gains. The authors report that 2-yr faculty successfully applied CREATE pedagogy in their first CREATE course and that 2-yr students demonstrated diverse gains.
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