A Modified CREATE Approach for Introducing Primary Literature Into Psychological Sciences Courses

Abstract

Background

Previous research has indicated positive changes in student perceptions of primary literature using the CREATE primary literature approach (a collection of guide tools for reading primary literature).

Objective

The objective of this research was to examine how a modification of the CREATE approach relates to student perceptions of primary literature and STEM career interest in psychological sciences courses.

Method

The CREATE approach was modified for use as a one-time project and assessed in (a) two course levels (introductory-level and senior level) and (b) two course deliveries (face-to-face and online). Participants filled out a survey with six factor perceptions of primary literature and STEM careers before and after project administration.

Results

After project completion, there was a significant increase in perceptions of primary literature (five of the six factors), but not STEM career interest.

Conclusion

There were significant increases over time (pre- to post-survey) in five of the six factors of perceptions of primary literature, but there was no change in the “thinking like a scientist” factor or STEM career interest.

Teaching Implications

This one-time project can concurrently be administered with textbook-based curriculum in online or face-to-face psychological sciences courses to introduce students to primary literature.

Keywords

undergraduate STEM primary literature perceptions

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