1. Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: How can students learn scientific literacy skills (evaluation of scientific information and arguments)?

2. Research Question What is your research question? Can students learn scientific literacy skills through watching and analyzing online research seminars? What is the context (e.g. class setting, student audience) in which you will conduct your research? ~20 person 10-week upper level cell biology course using a flipped classroom model

3. Research Methods My primary research methods include: Bloom’s Taxonomy: Outside of class: Students watch seminar while taking an assignment with either lower level or higher level Bloom’s questions (higher level will prompt scientific literacy skills based on info in seminar) Perhaps these questions can be embedded into the seminar Coding/rubric: In class: Students are given a pre-class question aimed at testing scientific literacy. This will be coded and graded by a to-be-determined rubric Scientific literacy questions/rubric: Questions in final exam will be related to scientific literacy questions pertaining to each of the seminars Surveys: Two pre/post course scientific literacy survey’s, one measuring gains in scientific literacy skills (T.O.S.L.S.), the other measuring students perceptions of their scientific literacy skills (C.U.R.E.) Interview/focus group or reflection: post-course on gains in scientific literacy I will collect these data: Each week, half of the students will get low-level content-focused questions and the other half will get questions focused on developing scientific literacy skills (will switch off). Every student will then be given a question to test scientific literacy skills at the beginning of each class. The pre- and post- course survey’s will be given at the beginning and end of the 10-week course and the interview/focus group/reflection will happen after the course is over I will analyze the data by: Using validated scientific literacy survey’s along with validated rubrics and coding methods.

4. Alignment of Research Question and Methods This is why I think it aligns: Measuring short-term gains in scientific literacy skills: seminar with questions focused on developing scientific literacy coupled with in-class scientific literacy question Measuring long term gains: pre/post course assessment of students perceptions of scientific literacy skills (C.U.R.E) and measurements of scientific literacy gains (T.O.S.L.S.); final exam questions focused on scientific literacy skills based on the info from the seminars; post- course interview/focus group or reflection on gains in scientific literacy The data will help me answer my question by: Determining whether students show gains in scientific literacy by watching research seminars with questions about experimental design or scientific conclusions based on experimental data and evidence