Examines how allied health students explain biochemical phenomena, highlighting instructional needs.
Key Points
This research aims to explore the writing practices of allied health students in biochemistry labs and identify gaps in their ability to connect observations to theoretical concepts.
Analyzed 320 lab reports using a rubric for clarity, accuracy, and depth.
Assessed students' ability to describe biochemical phenomena and connect observations to theory.
Proposed instructional interventions to improve students' writing and conceptual understanding.
Students presented observable features moderately well but struggled to connect these to theoretical concepts.
Writing difficulties reflected broader issues in conceptual understanding and engagement with disciplinary discourse.
Proposed interventions aim to bridge the gaps identified in students' writing skills and scientific reasoning.