Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation.

Graphs are ubiquitous tools in science that allow one to explore data patterns, design studies, communicate findings, and make claims. This essay is a companion to the online, evidence-based interactive guide intended to help inform instructors' decision-making in how to teach graph reading, interpretation, construction, and evaluation within the discipline of biology. We provide a framework with a focus on six instructional practices that instructors can utilize when designing graphing activities: use data to engage students, teach graphing grounded in the discipline, practice explicit instruction, use real world "messy" data, utilize collaborative work, and emphasize reflection. Each component of this guide is supported by summaries of and links to articles that can inform graphing practices. The guide also contains an instructor checklist that summarizes key points with actionable steps that can guide instructors as they work towards refining and incorporating graphing into their classroom practice and emerging questions in which further empirical studies are warranted.

The Graph Rubric: Development of a Teaching, Learning, and Research Tool.

As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the important skills for undergraduate biology students to master is the selection and creation of appropriate graphs to summarize data they acquire through investigations in their course work and research experiences. Graphing is a complex skill, and there are few, discipline-informed tools available for instructors, students, and researchers to use. Here, we describe the development of a graph rubric informed by literature from the learning sciences, statistics, representations literature, and feedback and use of the rubric by a variety of users. The result is an evidence-based, analytic rubric that consists of categories essential for graph choice and construction: graph mechanics, graph communication, and graph choice. Each category of the rubric can be evaluated at three levels of achievement. Our analysis demonstrates the potential for the rubric to provide formative feedback to students and allow instructors to gauge and guide learning and instruction. We further discuss and identify potentially interesting research targets for science education researchers.

Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology.

Undergraduate biology education reform aims to engage students in scientific practices such as experimental design, experimentation, and data analysis and communication. Graphs are ubiquitous in the biological sciences, and creating effective graphical representations involves quantitative and disciplinary concepts and skills. Past studies document student difficulties with graphing within the contexts of classroom or national assessments without evaluating student reasoning. Operating under the metarepresentational competence framework, we conducted think-aloud interviews to reveal differences in reasoning and graph quality between undergraduate biology students, graduate students, and professors in a pen-and-paper graphing task. All professors planned and thought about data before graph construction. When reflecting on their graphs, professors and graduate students focused on the function of graphs and experimental design, while most undergraduate students relied on intuition and data provided in the task. Most undergraduate students meticulously plotted all data with scaled axes, while professors and some graduate students transformed the data, aligned the graph with the research question, and reflected on statistics and sample size. Differences in reasoning and approaches taken in graph choice and construction corroborate and extend previous findings and provide rich targets for undergraduate and graduate instruction.

Intoxicated copepods: ingesting toxic phytoplankton leads to risky behaviour.

Understanding interactions between harmful algal bloom (HAB) species and their grazers is essential for determining mechanisms of bloom proliferation and termination. We exposed the common calanoid copepod, Temora longicornis to the HAB species Alexandrium fundyense and examined effects on copepod survival, ingestion, egg production and swimming behaviour. A. fundyense was readily ingested by T. longicornis and significantly altered copepod swimming behaviour without affecting copepod survival or fitness. A. fundyense caused T. longicornis to increase their swimming speed, and the straightness of their path long after the copepods had been removed from the A. fundyense treatment. Models suggest that these changes could lead to a 25-56% increase in encounter frequency between copepods and their predators. This work highlights the need to determine how ingesting HAB species alters grazer behaviour as this can have significant impacts on the fate of HAB toxins in marine systems.