Design and evaluation of a citizen-science-based microbiology inquiry program to enhance scientific reasoning in final-year science education students

Project Abstract

This study investigates the design, implementation, and evaluation of a citizen-science-based microbiology inquiry program aimed at enhancing scientific reasoning among final-year science education students. Guided by constructivist and inquiry-based learning theories, the program integrated authentic microbiology investigations, data collection, and analysis tasks that connected classroom learning to real-world citizen science projects. A mixed-methods design was employed, combining quasi-experimental pretest-posttest measurements with qualitative insights from student reflections, interviews, and facilitator observations to capture changes in reasoning processes, conceptual understanding, and engagement. Participants comprised 120 final-year science education students from two universities, randomly assigned to an intervention group (n=60) participating in the citizen-science microbiology inquiry program, and a control group (n=60) continuing with traditional laboratory activities. The intervention spanned eight weeks, featuring weekly modules that exposed students to microbiological concepts (e.g., culture, sterilization, aseptic technique, microbial diversity, and data interpretation), while also involving collaboration with external citizen-science platforms for data submission and project dissemination. Assessment instruments included a validated Scientific Reasoning Assessment (SRA), microbiology concept inventories, and performance tasks requiring the formulation of hypotheses, experimental design, data analysis, and evidence-based conclusions. Additionally, the study captured changes in epistemic cognition, metacognitive awareness, scientific communication skills, and attitudes toward science through structured rubrics and semi-structured interviews. Quantitative results indicated a statistically significant improvement in the intervention group's SRA scores (mean gain = 12.4 points, p < 0.01) compared to the control group. Concept inventories revealed marked gains in understanding of microbial processes, while performance task analyses showed enhanced ability to construct rigorous experimental designs, identify confounding variables, and justify methodological choices with empirical evidence. Effect sizes suggested practical significance, with improvements in data literacy and interpretation reflected in more nuanced reasoning strategies, such as distinguishing correlation from causation and recognizing limitations and uncertainties inherent in microbiological research. Qualitative findings corroborated the quantitative outcomes, revealing that students in the citizen-science program demonstrated higher levels of argumentative reasoning, justification of claims with multi-source evidence, and awareness of ethical considerations in data collection and reporting. The external, real-world context of citizen science fostered motivation, collaboration, and communication competencies as students engaged with diverse stakeholders, including non-expert audiences, and learned to present findings in accessible formats. Challenges included initial apprehension toward unfamiliar lab techniques, variability in online platform onboarding, and the need for scaffolding to manage data quality and provenance. The study contributes a scalable framework for integrating citizen science into microbiology education, providing curricular materials, assessment instruments, and implementation guidelines adaptable to various higher education settings. Implications suggest that citizen-science-informed inquiry not only enhances scientific reasoning but also cultivates transferable competencies essential for contemporary science education, including data stewardship, collaborative problem-solving, and civic engagement. Recommendations for further research include longitudinal tracking of reasoning development, exploration across diverse scientific domains, and refinement of rubrics to capture emergent epistemic growth.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Clarify how citizen science can support microbiology inquiry in education.
2. Enhance final-year students' scientific reasoning and problem-solving skills.
3. Develop a transferable teaching module that integrates real-world data collection.
4. Assess student understanding before and after the program.
5. Provide practical recommendations for scaling the approach in schools.

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What You Will Do Step by Step

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Expected Outcome

The project should show improvements in students’ ability to reason scientifically, design simple experiments, interpret data, and communicate findings. It will produce a ready-to-use teaching module and evidence on the effectiveness of citizen-science approaches in microbiology education.