PubNavigator activity to promote science argumentation in introductory biology

The ability to use data and evidence as the basis for scientific argumentation is a critical skill that undergraduate students must learn to successfully transition into science careers. There is a need for pedagogical tools that promote the development of science process skills and reduce barriers to implementation in the classroom. PubNavigator (www.pubnavigator.com) is a science communication platform that shares the findings of primary literature using accessible language. Articles on the platform represent a novel form of Adapted Primary Literature accessible to novice learners. We developed a PubNavigator reading assignment that can be easily integrated into introductory-level curricula with minimal time investment from instructors. We implemented this lesson in an introductory biology laboratory and analyzed responses to an assignment prompting discussion of PubNavigator articles in an asynchronous online forum. We conducted thematic analysis guided by the Toulmin’s Argument Pattern to identify evidence of science argumentation and interactive engagement. PubNavigator assignments prompted students to use evidence as the basis for science arguments, evaluate experimental design, describe the purpose and relevance of scientific research, and prompted overall student engagement. Our assessment data support PubNavigator as an undergraduate teaching tool that can be used to promote science argumentation and engagement in introductory biology. We provide recommendations for implementation and possible adaptations for alternative settings and modalities.