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Investigating Undergraduates' Perceptions of Science in Courses Taught Using the CREATE Strategy.

Sally G Hoskins1, Alan J Gottesman1

  • 1Biology Department, City College of the City University of New York, New York, NY 10031.

Journal of Microbiology & Biology Education
|June 16, 2018
PubMed
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Students in biology courses showed improved scientific thinking skills and more expert-like perceptions of science after participating in the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) program. This approach may help undergraduates develop mature views of science.

Area of Science:

  • Biology education research
  • Undergraduate science education

Background:

  • Developing mature scientific thinking skills is crucial for 21st-century students.
  • Students' and experts' views on scientific knowledge often differ, with students holding naïve epistemologies that hinder scientific thinking development.
  • Existing teaching methods may not adequately support the development of expert-like scientific perceptions.

Purpose of the Study:

  • To investigate the impact of the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) program on undergraduate students' perceptions of science.
  • To determine if students' scientific attitudes become more expert-like after completing CREATE electives.
  • To assess critical thinking gains in students participating in CREATE courses.

Main Methods:

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  • Utilized the Colorado Learning Attitudes About Science Survey for Biology (CLASS-Bio) to measure student perceptions.
  • Tracked changes in student perceptions across a semester in both first-year and upper-level CREATE electives.
  • Compared findings with previous studies on student perception shifts in science courses.

Main Results:

  • Both first-year and upper-level students demonstrated significant shifts toward more expert-like perceptions of science.
  • Students in CREATE courses showed significant gains in critical thinking abilities.
  • These results contrast with prior research indicating less expert-like shifts or minimal change in traditional courses.

Conclusions:

  • The CREATE program effectively promotes more mature, expert-like views of science among undergraduates.
  • Integrating CREATE courses into traditional biology curricula offers an economical strategy for enhancing scientific literacy.
  • These findings suggest a viable method for improving how students perceive and engage with scientific knowledge.