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The pedagogical approach centers on flipped citizen science, an instructional model that shifts student engagement from gathering new scientific data to analyzing rich, publicly accessible datasets collected through existing citizen science and crowdsourcing projects. This approach emphasizes authentic, data‑driven inquiry, allowing learners to work with real-world information from platforms such as BikeMaps.org, Outbreaks Near Me, Globe at Night, the Invasive Mosquito Project, ZomBee Watch, and dental radiography labeling initiatives. Students develop scientific literacy by exploring patterns, constructing explanations, and engaging in evidence‑based reasoning while connecting their findings to reliable, curated information sources—MedlinePlus for accessible health context, PubMed for exposure to scientific research, and the National Conference of State Legislatures (NCSL) for policy implications. Grounded in the NGSS science and engineering practices, the approach foregrounds analyzing and interpreting data, arguing from evidence, and obtaining and evaluating information. The PPT further adopts an equity‑centered, low‑barrier design, ensuring that lessons require no specialized equipment, funding, or field‑based data collection, making them accessible across varied school settings. Learning experiences are framed through place‑based and community‑connected inquiry, allowing students to explore issues such as public health, environmental change, infrastructure, and ecosystem resilience through the lens of their own communities. The approach is also intentionally collaborative and interdisciplinary, inviting partnerships between science teachers, public librarians, school librarians (where available), and community organizations. By blending meaningful local relevance with national-scale data, this pedagogical model cultivates students’ critical thinking, information‑evaluation skills, and civic awareness while positioning libraries as central partners in scientific learning.

Assessment in this flipped citizen science learning experience centers on authentic demonstration of scientific reasoning, with emphasis on how students analyze data, integrate evidence, and communicate conclusions rather than on memorization or single correct answers. Because students work with real, open‑ended datasets, assessment prioritizes process, sense‑making, and application of evidence aligned with scientific practice.

Formative assessment is embedded throughout the lesson to support learning as it unfolds. Early checkpoints focus on students’ ability to accurately interpret maps, graphs, or charts and identify initial patterns or anomalies. As investigations progress, teachers assess students’ use of trusted information sources—such as health explanations, research summaries, or policy maps—by examining students’ notes, short written summaries, and discussion contributions. Peer discussion and reflective prompts are used to make reasoning visible and to identify misconceptions, allowing instruction to be adjusted in real time.

Summative assessment occurs through a student‑created product that synthesizes data analysis, scientific understanding, and real‑world relevance. Students may demonstrate learning through formats such as Claim‑Evidence‑Reasoning (CER) responses, infographics, annotated visuals, short reports, or presentations. Regardless of format, summative work is evaluated using shared criteria that emphasize accurate interpretation of data, effective use of multiple sources of evidence, coherent scientific reasoning, clear communication, and meaningful connection to a community‑based or real‑world issue.

Structured student reflection is included as a critical assessment component. Reflection prompts encourage students to articulate what they learned from the data, how their ideas evolved, what uncertainties remain, and how scientific findings could be applied beyond the classroom. These reflections provide insight into students’ conceptual understanding and metacognitive growth while reinforcing that uncertainty and revision are natural parts of scientific inquiry.

Overall, this assessment approach values how students think like scientists over how well they recall information. By using formative feedback, flexible performance‑based products, and reflection, the methodology supports equitable participation, aligns with NGSS‑inspired practices, and is adaptable across resource‑limited and well‑resourced classroom environments.