Scientific Writing Skills Research Articles

Enhancing Scientific Writing Skills.

Enhancing Scientific Writing Skills.

Improving Students' Scientific Writing Skills by Using Reference Management

Keterampilan penulisan karya ilmiah merupakan kompetensi inti dalam pendidikan tinggi, tetapi seringkali mahasiswa mengalami kesulitan dalam mengelola dan mengutip referensi dengan benar. Mengatasi hal tersebut, kegiatan pengabdian masyarakat ini dilakukan melalui serangkaian pelatihan dan praktik, dengan fokus pada penulisan karya ilmiah yang efektif dan penggunaan aplikasi manajemen referensi. Proses pembelajaran menggunakan pendekatan "learning by practice", memungkinkan peserta untuk belajar melalui praktik langsung. Tahap awal melibatkan perencanaan, di mana tim penyelenggara berdiskusi dengan pihak kampus STAH Santika Dharma Malang untuk memastikan kebutuhan peserta dan tujuan pelatihan terpenuhi. Selanjutnya, dilakukan tahap pelaksanaan yang mencakup penyampaian materi, pelatihan dan diskusi interaktif serta praktik nersama dengan narasumber. Tujuan utama dari kegiatan ini adalah memberikan pemahaman kepada peserta tentang penulisan karya ilmiah yang efektif serta manajemen referensi, dengan penekanan pada penggunakan aplikasi seperti Mendeley. Hasilnya, kegiatan ini dinilai telah meningkatkan wawasan peserta pelatihan dalam penulisan karya ilmiah dan manajemen referensi.

Improving Elementary Students’ Science Achievement, Inquiry and Scientific Writing Skills through Argument-Based Inquiry

The main purpose of this research was to examine how the Argument-Based Inquiry (ABI) approach affects students’ science achievement, inquiry skills, and scientific writing skills and to determine what the students thought about the ABI. This study employed an explanatory sequential mixed methods design using a quasi-experimental research method in which a pretest-posttest control group was used in the quantitative part and semi-structured interviews were conducted in the qualitative part of the research. The participants included 47 fourth-grade students attending a public elementary school. The students in the experimental group were taught four science units using the ABI approach, while those in the comparison group were taught the same units with the teacher’s own teaching methods. Independent samples t-tests were conducted for the analyses of data collected through Science Achievement Tests, the Inquiry Skills Test, and the Grading Rubric for Scientific Writing Skills. The findings revealed significant differences between the experimental and comparison groups in terms of science achievement, inquiry and scientific writing skills in favor of the experimental group. Content analysis of the qualitative data revealed that the students held favorable opinions about the ABI approach. We concluded that the positive effects of the ABI approach continued to increase throughout the study.

The Effect Of Question Prompt Scaffolding-Based Student worksheet On Scientific Writing Skills Of Junior High School Students In Science Learning

Science learning is closely linked to students' scientific writing skills. While science education imparts scientific concepts and theories, scientific writing enables students to structure and express their understanding of these concepts and theories. Despite this, scientific writing skills among junior high school students tend to be in the low category. This study aimed to investigate the impact of using student worksheets based on question prompt scaffolding on the scientific writing skills of junior high school students. The research employed a quasi-experimental design with a post-test only control group. Data were collected using tests, with essay tests assessing scientific writing skills across various indicators such as clarification, observation, measurement, claims, causation, argumentation, and generalization. The results from an independent sample t-test indicated a significance value of p Sig. (2-tailed) of 0.028, which is less than 0.05, suggesting a significant difference in the average scientific writing scores between the experimental and control groups. Thus, it can be concluded that student worksheets based on question prompt scaffolding significantly enhance the scientific writing skills of junior high school students in science learning.

The Effect of Scaffolding Prompting Questions on Scientific Writing Skills in the Inquiry Classroom

Scientific writing is an essential skill as an indicator to determine the ability to analyze and reflect on the results of thinking. However, students often experience difficulties in developing writing skills. This study tried a solution by applying inquiry learning by assisting with scaffolding prompting questions. The aims of this study is to analyze the effect of the scaffolding prompting questions in guided inquiry learning on scientific writing skills. The type of this research is a quasi-experiment conducted in senior high school. Science learning is conducted in two classes; experiment and control class with different treatments. The experiment class implemented guided inquiry learning assisted by a scaffolding prompting question, while the control class was taught with guided inquiry learning without scaffolding. Scientific writing skills are obtained from the evaluation of practicum reports that students have done after being trained for three lessons. The results of statistical tests on scientific writing skills using the independent sample t-test showed that the scientific writing skills of the experimental class students differed from the control class. Then, it can be concluded that the scaffolding prompting question in guided inquiry learning significantly influences scientific writing skills.

How Competence of Production, Attention, Retention, Motivation, and Innovation can Improve Students’ Scientific Writing Skills

This research aimed to prove the role of production, attention, retention, motivation, and innovation in students’ scientific writing skills at the Islamic Study College (PTAI) in Cirebon. This experimental research used a quasi-experimental design and a nonequivalent control group design. The experiment was conducted in two groups, experiment and control groups. The research samples included Lecturers from a public Islamic University. The experiment group samples were 38 students of the Philosophy of Religion Department. The control group consisted of 33 Islamic Guidance and Counseling Department students. The collection technique used was tested, comprised of a pretest and posttest. The two groups were given the same tests (pretest and posttest), and the results were compared. The instrument used in this research was a test. Validity determination for the scientific writing ability variable was not measured statistically but through construct validity. The reliability test resulted in a reliability coefficient from an assessor of 0.82, while all assessors' average rating reliability coefficient was 0.93. The normality test results on scientific writing ability data with the control class show Lo = 0.106 < Lt = 0.154. Meanwhile, the normality test on the experiment class’s scientific writing ability data results in a maximum Lo of 0.106 and Lt = 0.144. The balance test results show the score of tcount = 1.51 < ttable = 1.67. The data analysis with t independent test resulted in the score of tcount > ttable (10.45 > 1.65). This shows that the competence of production, attention, retention, motivation, and innovation can improve students’ scientific writing skills.

The CORONA Model in Improving Students' Scientific Writing Skills: Is it Effective?

Scientific writing is one of the language skills that needs to be developed for students. But in reality, there are still many students who have problems with writing. Based on this phenomenon, it is necessary to present a model in scientific writing. One of the models presented in this study is the CORONA model. This study aims to analyze the validity and effectiveness of the CORONA model. This research was conducted through Focus Group Discussion (FGD) from language education experts. This study applies a weak experiment, which is a pre-experimental design with one group pre-test and post-test design. The research sample consisted of two groups, each of which consisted of 26 students. Prior to learning with the CORONA model, students were given a pre-test on scientific writing skills, as well as after learning was carried out students were given the same test. Data was collected using instrument validity sheets and tests. Data on the validity and reliability of the model were analyzed by expert agreement, while data on students' scientific writing skills were analyzed by pair t-test, n-gain, and two means similarity test. The results showed that: content and construct validity were valid each category with a score of 3.3 and 3.5; and reliable with a score of 85.90% and 85.53%. In addition, the results of the study also showed that there was a significant increase in students' scientific writing skills with the mean n-gain being in the high category and not different for the two groups.

Effectiveness of a Training Program in Improving Scientific Writing Skills Based on APA 7 Style among Postgraduate Students

Scientific writing is the final product of research and can take the form of a master’s or doctoral thesis or a peer reviewed journal article. It must follow the appropriate format and style of scientific writing. We verify the effectiveness of a training program in improving the scientific writing skills of 26 postgraduate students at King Faisal University's College of Education. A quasi-experimental approach was used. The sample was divided into 13 experimental group and 13 control group. A scientific writing skills scale and training program (both developed by the researchers) were used. The results showed that there was a statistically significant difference between the mean ranks of the experimental and control groups on the post-test in favor of the experimental group. The results also revealed a statistically significant difference between the mean ranks of the experimental group on the pre-and post-tests in favor of the post-test, the findings of the study indicate that the training program was effective in improving the scientific writing skills of the participants.

Strategies for Multilingual Researchers to Acquire Scientific Writing Skills in English

Strategies for Multilingual Researchers to Acquire Scientific Writing Skills in English

The effectiveness of Online Training Program based on Academic Integrity to Enhance Scientific Writing skills of Medical Scholars

This research aimed at examining the impact of applying an “Academic Integrity and Scientific Writing” online training program on bio/medical scholars’ attitudes, knowledge, and performance toward academic integrity, and scientific writing skills at Mansoura University. Furthermore, the study investigated the relationship between academic integrity, and scientific writing skills before starting the administration of the program and at the end of administrating it. A quasi-experimental pretest-posttest was used. At the start and completion of the ten-week program, participants' self-report attitudes surveys and program tests were examined. At the end of the program, participants were asked to complete a self-evaluation rubric after producing their initial manuscript draft. Descriptive statistics and t-tests showed attitudes, knowledge, and performance of academic integrity, and scientific writing increased significantly. In addition, Pearson’s correlation rate analysis proved the connection between academic integrity and scientific writing. Moreover, the effect size of the online program was found to be high. Therefore, this research recommended using academic integrity online program with the integration of scientific writing learning skills to avoid academic misconduct and raise the responsible conduct of research (RCR).

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

Learning from the Trees: Using Project Budburst to Enhance Data Literacy and Scientific Writing Skills in an Introductory Biology Laboratory During Remote Learning

Citizen science projects can be used in college laboratory settings to allow students to gain hands-on experience in research during emergency remote learning. During the 2020 spring semester, we used the citizen science project, Budburst, in our introductory biology laboratory during the COVID-19-induced emergency remote learning period. The instructors were able to quickly adapt the project for emergency remote teaching because of the versatility of citizen science projects. The goals of this paper are to describe the project the students completed and to determine which data literacy and scientific writing skills were gained through the process. The students were provided with the research question: “How does temperature affect the phenophases of your trees?” Students collected their own data and downloaded Budburst data sets from the website to compare between years and to connect their results to long-term temperature data sets. The final project was a scientific paper based on their findings from both data sets. After the semester, a subset of papers was scored by two researchers using a previously validated rubric designed to evaluate students’ research skills. We evaluated students’ higher-order thinking by investigating their ability to develop a prediction statement, and to improve their qualitative skills by developing graphs, statements on the limitations for methods and results, and alternative explanations for their findings. We saw that using citizen science during remote teaching enabled the students to gain authentic research experiences and continue to improve their skill set even if they could not be in the laboratory.

Using the NSF Graduate Research Fellowship Proposal to Train Original Scientific Writing Skills in First-Year Graduate Students: A Demonstrated Project at the University of Iowa

Advanced scientific communication skills are highly desired for academic and nonacademic career professionals but are insufficiently developed in many graduate students. Because students with under...

The Effect of Problem Based Learning on Problem Solving and Scientific Writing Skills

The Effect of Problem Based Learning on Problem Solving and Scientific Writing Skills

Developing Scientific Writing Skills in Upper Level Biochemistry Students through Extensive Practice and Feedback

Effective communication is one of the most marketable and transferable skills a graduate can have. Unfortunately, science programs rarely develop effective writing skills due to the time‐consuming nature of evaluating these skills. Here, we try to adapt tools from specifications grading to simplify marking and maximize student success in a third‐year biochemistry lab techniques course. We provided feedback to students on whether or not they were writing to the expected level on short lab reports so that they could implement it in a cumulative lab report. Students struggled to accept the all or none nature of specifications grading and did better with a writing workshop and one‐on‐one feedback. Overall, writing improved the most in sections where students received the most practice. We observed moderate success in improving writing skills in class size of 35, which is larger than most previous exercises of this nature.Support or Funding InformationThank you to Kyle McDade and Ryan Toth for their help in grading.

Project-Based Learning: A Hands-On Activity to Improve Students’ Scientific Writing Skills through Lesson Study in Microtechnique Course

Project-based learning has been recognized as a dynamic classroom approach in which students actively explore real-world problems to obtain deeper knowledge. This study aimed to describe the implementation of project-based learning to improve students’ scientific writing skills. This action research study conducted based on Lesson Study (LS) which incorporated plan-do-see phase. The descriptive research was using 40 undergraduate students in the sixth semester in Biology Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang who attended Microtechnique course. The students’ scientific writing skills were measured using student worksheet which asked them to develop a scientific article. The measured parameters were how student proposed introduction, problem statement, method, result, discussion, conclusion, and reference. The data were analyzed descriptively. The result showed that students’ scientific writing skills were improved after implementing project-based learning. Some of the obstacles to implementing LS were related to the schedule and preparation. It can be resolved by conducting more intense coordination and regular discussions involving all research members.

Improving Scientific Writing Skills and Publishing Capacity by Developing University-Based Editing System and Writing Programs.

Scholarly article writing and publishing in international peer-reviewed journals can become an overwhelming task for many medical, nursing, and healthcare professionals in a university setting, especially in countries whose native language is not English. To help improve their scientific writing skills and publishing capacity, a university-based editing system and writing programs can be developed as educational platforms. These are delivered by a team of specialist editors composed of tenured faculty members who have a strong medical background and extensive experience in teaching courses on medical research, editing, writing, and publishing. For the editing system, the specialist editors provide comprehensive editing, personalized consultation, full editorial support after peer review, guidance with online submissions/resubmissions, and detailed editorial review at different stages of the manuscript writing. In addition, the specialist editors can develop writing programs such as medical writing and editing internships, academic courses in medical writing or research study designs and reporting standards, special interactive lectures and sessions on predatory publishing, seminars on updated editorial guidance of global editorial associations, academic visits on medical writing and editing, medical writing mentoring program, networking programs in scholarly communication, and publication resources in medical writing and scholarly publishing. These editing system and writing programs can serve as integrated platforms for improving scientific writing skills and publishing capacity by providing continuing education in medical writing, editing, publishing, and publication ethics.

Critical Thinking and Scientific Writing Skills of Non-Anglophone Medical Students: a Model of Training Course.

There are currently very limited reports on the strengths and weaknesses of Japanese medical students in processing (i.e., searching, reading, synthesizing, writing, editing, refining) and presenting medical content based on scholarly journal articles. We developed and offered a 3-week group independent research course in English as a summer elective named “Improving Medical English Skills and Creating English Medical Content (PPT and video) Based on Medical Journal Articles” to our fourth-year Japanese medical students who follow a 6-year medical curriculum as the target audience. Herein, we describe the specific strengths and weaknesses of 6 students who chose and completed the course. Thereafter, we assessed the possible reasons underlying these weaknesses, pondered on the potential implications of such weaknesses on the critical thinking, logical reasoning, and communication skills of Japanese medical students, and suggested approaches to further enhance these skills. The assessments, implications, and suggestions given may provide medical educators new insights on how to newly organize educational and clinical programs to address such weaknesses, improve searching, reading, writing, editing, and presentation skills, enhance critical thinking and logical reasoning abilities, and gain in-depth knowledge essential for effectively appraising and communicating medical content.

Enhancement of Scientific Writing Skills of Medical Teachers through Scientific Writing Workshop

Enhancement of Scientific Writing Skills of Medical Teachers through Scientific Writing Workshop

Comparison of Metacognitive and Scientific Writing Skills of Students at Ecology Topic Learned by Project-Based Learning and Guided Discovery Learning Models

The research with the aim to know the difference of metacognitive and scientific writing skill of students at ecology topic in biology instruction learned by project-based learning (PjBL) and guided discovery learning (GD) models in class X Madrasah Aliyah Swasta (MAS) Al-Wasliyah has been done. This research is quasi experiment designed as nonequivalent pretest-postest control group design. Reseach sample was determined by cluster random sampling. Class XA was taught with a project-based learning model and XB class with guided discovery learning model. The research instrument used questionnaire for metacognitive skill and description test for scientific writing skill. Data analysis was done by using t student test. The research results showed that there was significant difference of metacognitive skills of students who taught by project-based learning and guided discovery models (tcount = 2.05; P = 0.04) and there was also significant difference of scientific writing skill of students who taught by the project-based learning and guided discovery models (tcount = 2.21; P = 0.03). The research result recommends the implementation of project-based learning model at ecology topic in biology learning process in order to improve the metacognitive and scientific writing skills of the Indonesia students.