Fostering scientific literacy in an undergraduate biomolecules course through a collaborative CREATE approach

Engaging effectively with primary scientific literature (PSL) is a critical academic skill. However, students often face challenges in developing the confidence and the skills necessary to interpret such literature. To address these challenges, numerous instructional strategies have been explored, including the CREATE method. While previous studies demonstrate how CREATE improves reading confidence and critical thinking skills, the tasks used in CREATE have often been performed as individual activities. Here, we implemented selected CREATE activities in a collaborative format. We then examined the effect that this modified CREATE had on students' perceptions of their ability to read and interpret PSL, as well as the aspects of the intervention that students felt were effective in building their confidence. Statistically significant improvements were seen for decoding literature, visualization, and scientific thinking, and students reported all aspects of CREATE as helpful for their reading and interpretation of PSL. Students also appreciated the collaborative portions of CREATE, as they encouraged discussions that prompted new perspectives and insights.