Integrating Primary Literature in a Lecture Course Using a Modified Version of the C.R.E.A.T.E. Approach

Beck, Christopher W.

doi:10.24918/cs.2019.25

Cited by 8 publications

(12 citation statements)

References 11 publications

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“…The concept maps and cartoon summary with novel questions as applications are well tested and enhance student metacognition, i.e., monitoring and control of reading and insights with a focus on process and procedure in addition to content (Soto et al, 2019 ). Predictive plotting and schematics also firmly support the analyze phase of CREATE and are also commonly reported (Beck, 2019 ; Smith & Paradise, 2022 ). The proposed best‐sentence competition is an exercise in evaluating the writing style of a paper alongside its content and messaging.…”

Section: Implications For Teachingsupporting

confidence: 66%

“…This original application used a series of 4 related papers (from the same lab) but other examples listed herein often applied the framework to single readings or to a group of readings linked by a theme rather than author. For instance, the next published study (chronologically in terms of the publication date of the paper) tested it in an “Ecology” course using a modified jigsaw approach that split up the CREATE steps into specific exercises and assigned them to different groups of students (Beck, 2019 ). One paper, many groups.…”

Section: Pedagogical Examplesmentioning

confidence: 99%

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Teach different: The CREATE pedagogy for ecology and evolution

Lortie

2023

Ecology and Evolution

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Section: Implications For Teachingsupporting

confidence: 66%

Section: Pedagogical Examplesmentioning

confidence: 99%

Teach different: The CREATE pedagogy for ecology and evolution

Lortie

2023

Ecology and Evolution

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“…This allows for a rich discussion of the interrelatedness of ecological concepts and content. The process of repeatedly creating and integrating concept maps fosters deep thinking of terms encountered in an introduction to a paper—students are encouraged to make connections between terms, and this solidifies knowledge of those terms (Beck, 2019). This outcome is seen in the concept map results from CBB (Figure 7), which demonstrate that students make greater gains in their ability to define (label) connections that they do in the simple number of concepts or connections.…”

Section: Discussionmentioning

confidence: 99%

Teaching the process of science with primary literature: Using the CREATE pedagogy in ecological courses

Smith

Paradise

2022

Ecology and Evolution

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There have been numerous calls for improved pedagogical practices in biological education, and there is a clear need for such improvements in ecology and related curricula. Most ecology-related texts lack pedagogy and are designed to be contentrich. National initiatives, such as Vision & Change, provide guidance on undergraduate biology education, including increasing use of evidence-based active learning, and taking a more conceptual and science practice skills approach. Biology education research is rich with evidence-based teaching practices, which reveal that active learning approaches implemented in thoughtful ways lead to strong learning gains relative to lecture-based course delivery. CREATE (Consider, Read, Elucidate the hypothesis, Analyze and interpret data, Think of the next Experiment) integrates evidence-based active pedagogical practices into one approach to STEM education that focuses heavily on the process of science and science practice skills rather than content delivery by replacing the textbook with selected journal articles. The approach focuses on deep reading and analysis of primary literature; immersing students in the literature is an advantage of the pedagogy. CREATE was developed and tested in other biological disciplines (genetics and molecular biology) that have long been at the forefront of pedagogical best practices in biology. We transformed two upper-level undergraduate ecological courses (Conservation Biology, and Biodiversity and Ecology) into CREATE courses. We provide examples of assignments, student work, and assessments of the approach, illustrating the various ways CREATE can be successfully implemented. The approach can be adopted in part, to ease into it and test it out, or in whole. We recommend that ecology teachers consider making their courses more active, if they have not already done so; adopting pedagogical practices embedded within CREATE can be a way to achieve active learning. The CREATE approach and other evidence-based pedagogical best practices lead to strong learning gains and more inclusive learning environments.

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“…There are multiple ways to incorporate primary literature into the classroom, such as the C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method ( Hoskins et al ., 2011 ) and modifications of that method ( Beck, 2019 ), as well as the Figure Facts method ( Round and Campbell, 2013 ), and we encourage CURE authors to investigate these techniques for examples of how review of primary literature may be incorporated into their CUREs.…”

Section: Discussionmentioning

confidence: 99%