CREATE: Teaching Biology undergraduates how to analyze the primary literature and think creatively about science

（生物科学（61）本项目正在编写一本新的教科书，该教科书使用相关期刊文章集的指导分析作为通过深入分析生物学研究的各条线来构建生物学理解的基础。 完成这项任务的方法：考虑，阅读，阐明，分析和思考实验（创建），帮助学生学习如何阅读和理解主要文献，同时挑战他们自己思考，发展自己的解释，并独立设计新的假设和思想实验。 该课程还包括与参与研究的科学家的访谈，使用学生自己提供的访谈问题。 该项目的更广泛的影响有三个方面：首先，创建方法将促进可转移理解的发展，因为学生能够将课程中学到的方法应用于许多其他需要分析和解释技能的情况。 第二，我们选择强调来自至少两位非常成功的女科学家的实验室的工作。 妇女在较高层次的学术科学中的代表性仍然不足，我们认为，研究这些妇女的工作和学习她们的经验将为女学生提供灵感。 最后，CREATE方法为所有参与的学生，而不仅仅是那些追求研究事业的学生，提供了对科学过程的更深入的理解。 随着科学研究的决策越来越成为公共政策的一部分，我们认为本科教育必须为科学素养的民众做出贡献。 该项目改编自《发育神经生物学读本》（Readings in Developmental Neurobiology，Purves and Patterson，1982），这是一本关于神经发育的期刊论文集。

(Biological Sciences (61) This project is creating a new textbook that uses guided analysis of related sets of journal articles as a basis for constructing biological understanding through deep analysis of individual lines of biological research. The method of accomplishing this task: Consider, Read, Elucidate, Analyze and Think of an Experiment (CREATE), helps students learn how to read and understand primary literature, and simultaneously challenges them to think for themselves, develop their own interpretations, and independently design new hypotheses and thought-experiments. The course also includes interviews with the scientists involved in the research, using interview questions contributed by students themselves. The broader impacts of the project are threefold: First, the CREATE method will foster the development of transferable understanding, as students are able to apply the approaches learned in the course to numerous other situations requiring analytical and interpretive skills. Second, we have chosen to highlight work coming from the labs of at least two highly successful female scientists. Women remain underrepresented at higher levels of academic science, and we believe that studying the work of, and learning about the experiences of, these women will provide inspiration to female students. Finally, the CREATE method provides all participating students, not only those who pursue research careers, with a deeper understanding of the scientific process. As decisions about scientific research have increasingly become part of public policy, we believe it is essential for undergraduate education to contribute to a scientifically literate populace. The project is an adaptation of Readings in Developmental Neurobiology (Purves and Patterson, 1982), a collection of journal articles published on neural development.