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ABSTRACT Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories. Student’s scientific argumentation sessions were video recorded and analyzed using the Assessment of Scientific Argumentation in the Classroom observation protocol. This protocol separates argumentation into three subcategories: cognitive (how the group develops understanding), epistemic (how consistent the group’s process is with the culture of science), and social (how the group members interact with each other). We asked whether students are equally skilled in all subcategories of argumentation and how students’ argumentation skills differ based on lab exercise and course. Students scored significantly higher on the social than the cognitive and epistemic subcategories of argumentation. Total argumentation scores were significantly different between the two focal investigations in Biology Laboratory I but not between the two focal investigations in Biology Laboratory II. Therefore, student argumentation skills were not consistent across content; the design of the lab exercises and their implementation impacted the level of argumentation that occurred. These results will ultimately aid in the development and expansion of Argument-Driven Inquiry instructional models, with the goal of further enhancing students’ scientific argumentation skills and understanding of science. 

Ecological changes are creating disruptions that often disproportionately impact communities of color and economically disadvantaged areas. Scientists who study the consequences experienced by these communities are uniquely suited to bring the public into their work as a way of setting conditions that enable impacted residents to empower themselves to advance environmental and community change. In addition to involving community stakeholders in the process of science, community science can be used to motivate learning and increase engagement of students. Here we highlight a case study of one way a historically Black college involved local communities and students in water quality monitoring efforts to examine the role of the environment in human health. Students in an introductory‐level environmental toxicology course collaborated with community members to track pollution and monitor conditions in an urban, impaired stream. Students participated in bi‐monthly water quality monitoring alongside community watershed researchers and an annual day‐long multisite sampling event with community residents and organizations. Through this engagement, students and community members contributed to the collection of data, learned about the significance of their results, and translated findings into strategies to advance watershed restoration, health, quality of life, and environmental justice goals.

 

Citizen science involves the public in science to investigate research questions. Although citizen science facilitates learning in informal educational settings, little is known about its use or effects in postsecondary (college or university) settings. Using a literature review and a survey, we describe how and why citizen science is being used in postsecondary courses, as well as the impacts on student learning. We found that citizen science is used predominantly in biologically related fields, at diverse types of institutions, to improve student engagement and expose students to authentic research. Considerable anecdotal evidence supporting improved student learning from these experiences exists, but little empirical evidence exists to warrant any conclusion. Therefore, there is a need to rigorously assess the relationship between citizen science participation and postsecondary student learning. We highlight considerations for instructors planning to incorporate citizen science and for citizen science projects wanting to facilitate postsecondary use.