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Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module

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Teaching science writing in an introductory lab course.

Sarah E Holstein¹, Katherine R Mickley Steinmetz², John D Miles³

¹Department of Psychology, Wofford College, Spartanburg, SC 29303;

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience

|April 4, 2015

Summary

This study improved scientific writing skills in neuroscience by using a scaffolded approach in a psychology lab course. Students showed better understanding of research paper structure but not necessarily grammar or clarity.

Keywords:

genre knowledge neuroscience science writing writing elements

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Area of Science:

Neuroscience Education
Scientific Communication

Background:

Neuroscience instructors face challenges in teaching scientific communication.
Effective scientific writing is crucial for students entering neuroscience research.

Purpose of the Study:

To enhance students' scientific writing skills in an introductory psychology laboratory course.
To assess the impact of a scaffolded writing approach on students' genre knowledge and writing elements.

Main Methods:

Implemented a scaffolded approach for research paper assignments, breaking them into manageable sections.
Provided students with examples of scientific writing, guidance on literature review, and peer review training.
Assessed student research papers using measures of "Genre Knowledge" and "Writing Elements" before and after the intervention.

Main Results:

A significant improvement in "Genre Knowledge" scores was observed after implementing the scaffolded approach.
No systematic improvement was found in "Writing Elements" such as grammar, formatting, or clarity.
The teaching technique was more effective in improving students' understanding of scientific genre conventions.

Conclusions:

The scaffolded writing approach effectively improved students' ability to structure and understand scientific research papers.
Further pedagogical strategies may be needed to address specific writing mechanics like grammar and clarity.
The findings offer insights into implementing effective scientific writing instruction in undergraduate neuroscience feeder courses.