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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
Open accessAbstract
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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“Undergraduates using these approaches have significantly increased performance in critical thinking tests, and report increased interest in primary research when interviewed after being taught specific reading strategies [11,15].”
From Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017) · cites this paper as [15]
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“A variety of teaching strategies for introducing papers undergraduate students have been described, many of which have been demonstrated to increase student confidence and skill in the use of research literature [6,11,15,16,30–32].”
From Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017) · cites this paper as [15]
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“However, the author of this 2008 paper continued refining the approach and teaching using CREATE, and then gathered data to examine the impact of the CREATE method on both student attitudes toward and abilities gained in reading PSL, finding positive gains (Hoskins et al., 2011).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Hoskins et al., 2011
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“This finding complements a recent report by Hoskins et al. (2011), which shows that guided literature explorations increase students’ overall confidence in their ability to interpret data.”
From Figure Facts: Encouraging Undergraduates to Take a Data-Centered Approach to Reading Primary Literature (2013) · cites this paper as Hoskins et al. (2011)
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“We also found that undergraduates’ self-assessed science abilities, attitudes, and epistemological beliefs changed during the CREATE semester (Hoskins et al., 2011).”
From CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature (2013) · cites this paper as Hoskins et al., 2011
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Cited by
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Gottesman, A. J., & Hoskins, S. G. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-11-0201 · Cited by 123
“We also found that undergraduates’ self-assessed science abilities, attitudes, and epistemological beliefs changed during the CREATE semester (Hoskins et al., 2011).”
BackgroundMethodResultInfluentialSelf-citationBenefits and challenges of incorporating citizen science into university education
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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
- Published
- 2011-12
- Volume
- 10
- Issue
- 4
- Pages
- 368-378
- ISSN
- 1931-7913 (ISSN-L)
- 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
- hybrid
- doi.org
- 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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