Department of Immunology and Microbiology, University of Colorado Anschutz Medical Campus, Aurora, CO, USA.
Biology Department, Hobart and William Smith Colleges, Geneva, NY, USA.
Neurosci Lett. 2021 Jan 18;742:135532. doi: 10.1016/j.neulet.2020.135532. Epub 2020 Nov 25.
CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) is a pedagogical approach for teaching and learning science through the rigorous analysis of primary scientific literature. This mini-review focuses on the tools, assignments, and in-class activities by which this strategy immerses students in the process of science and further challenges students to embody the intellectual activities of actual scientists. We highlight the innovative ways in which CREATE pedagogy encourages students to think deeply about science. Applying this strategy has been shown to promote student gains in cognitive and affective behaviors while also fostering the development of science process skills. Herein we also provide a case study of CREATE implementation, which provides a detailed perspective on the realities of teaching with this strategy. Finally, we offer insights gained through the study of this pedagogy at different types of institutions, courses and student populations to demonstrate how CREATE can be broadly applied in STEM education.
创建（思考、阅读、阐明假说、分析和解释数据、构思下一个实验）是一种通过严格分析主要科学文献来教授和学习科学的教学方法。本篇迷你综述重点介绍了该策略使学生沉浸在科学过程中并进一步挑战学生体现实际科学家的智力活动的工具、作业和课堂活动。我们强调了 CREATE 教育学鼓励学生深入思考科学的创新方法。应用这种策略已被证明可以促进学生在认知和情感行为方面的收益，同时也促进了科学过程技能的发展。在此，我们还提供了一个关于 CREATE 实施的案例研究，该研究详细介绍了使用这种策略进行教学的实际情况。最后，我们通过研究不同类型的机构、课程和学生群体中的这种教育学获得了一些见解，以展示如何在 STEM 教育中广泛应用 CREATE。
