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Cited by 211Science Education and PedagogyEducational Strategies and EpistemologiesInnovative Teaching Methods

The DOI matches its Crossref record; 93 of the 93 references it cites were found in a registry or an index.

The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

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Hoskins, Sally G., Lopatto, David, Stevens, Leslie M.·2011·CBE—Life Sciences Education
DOI 10.1187/cbe.11-03-0027PMC PMC3228655
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Abstract

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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Research works printed but not linked: 25

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Metadata

Authors
Hoskins, S. G., Lopatto, D., & Stevens, L. M.
Affiliations
  • The Graduate Center, CUNY (US)
  • Grinnell College (US)
  • The University of Texas at Austin (US)
Corresponding author
Hoskins, Sally G.
ORCID
Stevens, Leslie M.
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2011-12
Volume
10
Issue
4
Pages
368-378
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.11-03-0027
PMC
PMC3228655
OpenAlex
W2119334827
Cited by
207
References
93
Citations by year
2026: 9 · 2025: 10 · 2024: 12 · 2023: 18 · 2022: 24 · 2021: 19 · 2020: 18 · 2019: 12 · 2018: 14 · 2017: 20 · 2016: 11 · 2015: 12 · 2014: 13 · 2013: 13 · 2012: 1
FWCI
43.10
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
  • PubMed Central (publishedVersion, cc-by-nc-sa)
  • PubMed (publishedVersion)
  • CUNY Academic Works (City University of New York) (submittedVersion, cc-by-nc-sa)
Funders
  • National Science Foundation (0311117, 1021443, 0618536)
  • Carnegie Corporation of New York
  • City University of New York
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Education › Innovative Teaching Methods
Keywords
undergraduate science education, self-efficacy, attitudes toward science, nature of science, epistemological beliefs, beliefs about learning, critical thinking, demystification of science
MeSH terms
Attitude, Education, Medical, Undergraduate, Educational Measurement, Female, Humans, Learning, Male, Periodicals as Topic, Surveys and Questionnaires, Science, Students, Knowledge, Comprehension

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