Lo Stanley M, Luu Tiffany B, Tran Justin
Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093.
Section of Cell and Developmental Biology, University of California San Diego, La Jolla, CA 92093.
J Microbiol Biol Educ. 2020 Apr 30;21(1). doi: 10.1128/jmbe.v21i1.1881. eCollection 2020.
Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention's design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.
许多国家报告都呼吁本科生物学教育应将研究和分析思维纳入课程。作为回应，人们已经开发并测试了相关干预措施。CREATE（考虑、阅读、阐明假设、分析和解释数据以及思考下一个实验）是一种教学策略，旨在通过以支架式方式仔细阅读原始文献，让学生参与核心概念和能力的学习。许多教师在不同的机构背景下成功实施了CREATE，并且已证明它有助于学生在情感、认知和认识论领域得到发展，这与更广泛的元分析结果一致，这些元分析表明了主动学习的有效性。尽管如此，一些关于CREATE的研究报告了不一致的结果，这就提出了关于实施的保真度和完整性与有效性相关的重要问题。在此，我们描述了一门高年级遗传学课程，该课程纳入了CREATE的一个修改版本。与原始的CREATE教学策略类似，我们干预措施的设计基于现有的学习原则。使用现有的概念清单和经过验证的调查工具，我们发现与三个对照组相比，我们修改后的CREATE干预措施能促进学生在情感和认知方面有更大的收获。我们还发现，在修改后的CREATE干预措施中，学生往往会低估自己的学习和表现，而一些对照组的学生则有相反的趋势。总之，我们的研究结果为关于同一主动学习策略的不同实施方式如何以及为何会影响学生学习成果的文献增添了内容。
