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CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

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CBE Life Sciences Education

American Society for Cell Biology

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      Abstract

      This study shows that a one-semester course aimed at STEM-interested freshmen and focused on scientific literature analysis using the CREATE strategy can produce gains in thinking/design ability as well as epistemological maturation.

      Abstract

      The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study.

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      Statistical Power Analysis

       Jacob Cohen (2016)
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        Social evaluation by preverbal infants.

        The capacity to evaluate other people is essential for navigating the social world. Humans must be able to assess the actions and intentions of the people around them, and make accurate decisions about who is friend and who is foe, who is an appropriate social partner and who is not. Indeed, all social animals benefit from the capacity to identify individual conspecifics that may help them, and to distinguish these individuals from others that may harm them. Human adults evaluate people rapidly and automatically on the basis of both behaviour and physical features, but the ontogenetic origins and development of this capacity are not well understood. Here we show that 6- and 10-month-old infants take into account an individual's actions towards others in evaluating that individual as appealing or aversive: infants prefer an individual who helps another to one who hinders another, prefer a helping individual to a neutral individual, and prefer a neutral individual to a hindering individual. These findings constitute evidence that preverbal infants assess individuals on the basis of their behaviour towards others. This capacity may serve as the foundation for moral thought and action, and its early developmental emergence supports the view that social evaluation is a biological adaptation.
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          Empathy and pro-social behavior in rats.

          Whereas human pro-social behavior is often driven by empathic concern for another, it is unclear whether nonprimate mammals experience a similar motivational state. To test for empathically motivated pro-social behavior in rodents, we placed a free rat in an arena with a cagemate trapped in a restrainer. After several sessions, the free rat learned to intentionally and quickly open the restrainer and free the cagemate. Rats did not open empty or object-containing restrainers. They freed cagemates even when social contact was prevented. When liberating a cagemate was pitted against chocolate contained within a second restrainer, rats opened both restrainers and typically shared the chocolate. Thus, rats behave pro-socially in response to a conspecific's distress, providing strong evidence for biological roots of empathically motivated helping behavior.
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            Author and article information

            Affiliations
            City College and the Graduate Center, City University of New York, New York, NY 10031
            Author notes
            Address correspondence to: Sally G. Hoskins ( shoskins@ 123456ccny.cuny.edu ).
            Contributors
            Role: Monitoring Editor
            Journal
            CBE Life Sci Educ
            CBE-LSE
            CBE-LSE
            CBE-LSE
            CBE Life Sciences Education
            American Society for Cell Biology
            1931-7913
            1931-7913
            Spring 2013
            : 12
            : 1
            : 59-72
            23463229
            3587857
            CBE-12-11-0201
            10.1187/cbe.12-11-0201
            (Monitoring Editor)
            © 2013 A. J. Gottesman and S. G. Hoskins. CBE—Life Sciences Education © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( http://creativecommons.org/licenses/by-nc-sa/3.0).

            “ASCB®,” “The American Society for Cell Biology®,” and “Molecular Biology of the Cell®” are registered trademarks of The American Society of Cell Biology.

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            March 4, 2013

            Education

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