Abstract
The presentation will report the impact of teaching freshman Science and Technology Honors students to read and critically evaluate scientific literature using a modification of Hoskins' CREATE ( C onsider, R ead, E lucidate the hypotheses, A nalyze and interpret the data and T hink of the next E xperiment) methodology. Upperclassmen in the Science and Technology Honors Program were recruited to be research liaisons to freshman teams. Research liaisons assisted freshman teams in understanding the research focus of the lab and identified a research paper from the lab. Freshman students developed concept maps, prepared cartoons of key methods used in the paper, and analyzed the presentation of data in a key figure. Changes in critical thinking during the semester were measured by the quality of the questions students posed to each other during presentations. Students' confidence in understanding, conducting, evaluating and discussing scientific research increased significantly from the beginning to the end of the semester.
Location
Room 2908
Recommended Citation
Tucker, Diane C.; Eberhardt, Alan W.; and March, Joe L., "Active Immersion in Scientific Literature: Gateway to Critical Thinking" (2011). SoTL Commons Conference. 32.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/32
Active Immersion in Scientific Literature: Gateway to Critical Thinking
Room 2908
The presentation will report the impact of teaching freshman Science and Technology Honors students to read and critically evaluate scientific literature using a modification of Hoskins' CREATE ( C onsider, R ead, E lucidate the hypotheses, A nalyze and interpret the data and T hink of the next E xperiment) methodology. Upperclassmen in the Science and Technology Honors Program were recruited to be research liaisons to freshman teams. Research liaisons assisted freshman teams in understanding the research focus of the lab and identified a research paper from the lab. Freshman students developed concept maps, prepared cartoons of key methods used in the paper, and analyzed the presentation of data in a key figure. Changes in critical thinking during the semester were measured by the quality of the questions students posed to each other during presentations. Students' confidence in understanding, conducting, evaluating and discussing scientific research increased significantly from the beginning to the end of the semester.
