CREATE (consider, read, elucidate hypotheses, analyze and interpret the data, and think of the next experiment) is a new method for teaching science and the nature of science through primary literature. CREATE uses a unique combination of novel pedagogical tools to guide undergraduates through analysis of journal articles, highlighting the evolution of scientific ideas by focusing on a module of four articles from the same laboratory. Students become fluent in the universal language of data analysis as they decipher the figures, interpret the findings, and propose and defend further experiments to test their own hypotheses about the system under study. At the end of the course students gain insight into the individual experiences of article authors by reading authors' responses to an e-mail questionnaire generated by CREATE students. Assessment data indicate that CREATE students gain in ability to read and critically analyze scientific data, as well as in their understanding of, and interest in, research and researchers. The CREATE approach demystifies the process of reading a scientific article and at the same time humanizes scientists. The positive response of students to this method suggests that it could make a significant contribution to retaining undergraduates as science majors. D ESPITE the stunning success of research science in the last half of the 20th century, there is a general consensus that the teaching of science to college students has not made parallel gains (Chickering and Gamson 1987;Felder 1987 Indeed, the vast increase in scientific knowledge has potentially contributed to this problem, because instructors feel compelled to teach their students an evergrowing body of facts, and students spend more time honing their memorization skills than they do learning how to understand and evaluate scientific data. The sense of discovery felt by the scientists involved in generating this new information is unfortunately rarely communicated to undergraduates. Textbooks, for example, typically present the growth of scientific knowledge as a gradual increase of information over time, ignoring the blind alleys, digressions, and unexpected findings that in fact characterize research science. Although laboratory courses are often proposed as a complement to lecture classes that rely on textbooks, students in lab classes too often test hypotheses developed by others, perform experiments for which the results are known, and fail to become intellectually invested in their results. Many undergraduate science majors do not have the opportunity to carry out individual laboratory research projects; even for those that do, the short-term nature of most such projects makes it difficult for students to visualize how their work fits into the overall scientific progress of the laboratory. As a consequence, many undergraduates have little sense of how scientific 1
During spinal cord development, commissural (C) neurons, located near the dorsal midline, send axons ventrally and across the floor plate (FP). The trajectory of these axons toward the FP is guided in part by netrins. The mechanisms that guide the early phase of C axon extension, however, have not been resolved. We show that the roof plate (RP) expresses a diffusible activity that repels C axons and orients their growth within the dorsal spinal cord. Bone morphogenetic proteins (BMPs) appear to act as RP-derived chemorepellents that guide the early trajectory of the axons of C neurons in the developing spinal cord: BMP7 mimics the RP repellent activity for C axons in vitro, can act directly to collapse C growth cones, and appears to serve an essential function in RP repulsion of C axons.
The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students’ confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students’ analytical abilities and understanding of scientists as people, but can also positively affect students’ confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning.
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