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2 Module 2: Introduction to the Article

Introduction

Carlos C. Goller

Module Overview

In this module, we will begin exploring the research article we are analyzing. You will learn about the authors, background on malaria and Delftia tsuruhatensis, and how the study was developed to address their research questions.

Module Learning Objectives

Learning Outcomes

By the end of this module, you should be able to:

  • Explain the introduction of the article in 3-5 sentences.
  • Identify the research question/goal the researchers had.
  • Summarize the methods and findings identified in the introduction of the article.

Module To-Do List

Module To Do List

During this module, you will complete the following items:

  • Review the background on Delftia provided in our Delftia Book before our first session for this module.
  • Complete the in-class activity and submit it individually before the end of this module.
  • Create a graphical representation of the introduction and pertinent background information to submit before the end of this module.

Why?

Review the title of this published peer-reviewed article in the prestigious scientific journal Science.

Huang, Wei, Janneth Rodrigues, Etienne Bilgo, José R. Tormo, Joseph D. Challenger, Cristina D. Cozar-Gallardo, Ignacio Pérez-Victoria et al. “Delftia Tsuruhatensis TC1 Symbiont Suppresses Malaria Transmission by Anopheline Mosquitoes.” Science, (2023). Accessed September 8, 2025. https://doi.org/adf8141.

What can you learn about the researchers from the information provided?

Exercises

Select the names of two of the researchers and perform Google searches.

  • What can you learn about them?
  • Why do you think they are interested in this research area?
  • What else can you find out about them?

Why is this publication important?

Carefully review the editor’s summary. Identify the major themes and why this article was published in this prestigious journal.

How can you summarize the impact of this article? Were the techniques novel? What are the implications of this work?

Returning to the C.R.E.A.T.E. Approach

The C.R.E.A.T.E. approach is a pedagogical method for reading scientific primary literature that focuses on active learning and critical thinking. Developed by biologist Sally G. Hoskins, it encourages students to engage with research papers as scientists do, by analyzing data, questioning conclusions, and designing follow-up experiments. 
The acronym C.R.E.A.T.E. stands for five core steps: 
  • C – Consider: Before reading the article, we analyze the title, authors, and abstract to formulate a preliminary idea of the study. We then create a concept map or draw a diagram of what they already know about the topic, listing any unfamiliar terms.
  • R – Read: We read the full article, paying close attention to the details of the experimental setup and methods. We define unfamiliar vocabulary and create drawings or flowcharts to visualize the experimental design.
  • E – Elucidate the hypotheses: We identify the specific research questions and hypotheses that the study aims to address. This involves a critical comparison of the paper’s stated hypotheses with the actual outcomes and results.
  • A – Analyze and interpret the data: This is a key step where scholars intensely scrutinize the figures and data tables. They analyze the results to form their own interpretation, comparing it with the authors’ conclusions.
  • T – Think of the next Experiment: Based on their understanding of the article, scholars propose new, related experiments that could logically follow the study. They may debate these ideas in a “grant panel” style exercise with peers, which highlights the creative and open-ended nature of scientific research. 
The C.R.E.A.T.E. method is designed to demystify the scientific process and build students’ confidence in reading complex research. It has been demonstrated to enhance critical thinking skills, alter students’ attitudes toward science and research, and improve their understanding of how knowledge is constructed. 

 

Exercise

Consider the C.R.E.A.T.E. method and what you know about the study.  Will you…

  • create a concept map?
  • create a flow chart?
  • identify terminology?

Reflect

References

Huang, Wei, Janneth Rodrigues, Etienne Bilgo, José R. Tormo, Joseph D. Challenger, Cristina D. Cozar-Gallardo, Ignacio Pérez-Victoria et al. “Delftia Tsuruhatensis TC1 Symbiont Suppresses Malaria Transmission by Anopheline Mosquitoes.” Science, (2023). Accessed September 10, 2025. https://doi.org/adf8141.

 

License

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Module 2: Introduction to the Article Copyright © 2025 by Carlos C. Goller is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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