This document describes the development and assessment of a scientific journal assignment for introductory biology students. The assignment aims to develop students' abilities to evaluate scientific literature and analyze scientific journal articles. It involves students completing a journal review in four draft sections, receiving feedback, and revising into a final version. Analysis found that using drafts significantly improved student performance and ability to identify and analyze the scientific method compared to completing the assignment without drafts. The assignment was modified over time to further improve learning outcomes.

1. Jaclyn Madden & Wendy Rappazzo
Harford Community College
AFACCT ’14 Conference, Prince George’s Community College
Sessions 2A and 6A Poster Sessions
January 9-10, 2014
Contact: jmadden@harford.edu or wrappazzo@harford.edu

2. Abstract
•
The abilities to analyze and understand primary scientific literature and apply the
scientific method are critical to the fields of healthcare and science. We describe a
scientific journal assignment for introductory level biology students. The primary
objective of the assignment is to develop students’ abilities to evaluate scientific
literature and to critically analyze the results of a peer-reviewed, scientific journal
article. The secondary objective is to apply the scientific method to research
presented in the article. To meet these objectives, students complete the
assignment in four draft sections, receive feedback from the instructors critiquing
their writing and providing guidance on analysis of the journal article, and then
submit a revised final version of the journal. Analysis of data showed statistically
significant improvement in student performance when drafts were used compared
to when the assignment is completed without drafts. In addition, evaluation of
students’ abilities to identify and analyze the components of the scientific method
in the drafts compared to the final version of the assignment indicated a
statistically significant improvement in the final version. This draft approach can
be utilized in science and non-science courses to improve students’ abilities to
critically analyze primary literature.

3. Background
• Assignment developed for new course in
Spring 2012 – BIO 119: Biology for Allied
Health Professionals
– 4 credit lab science course (GL)
• Course designed as prerequisite for Anatomy
& Physiology
• Assignment modified in subsequent semesters
to improve assessment methods and student
learning outcomes

4. Assignment Objectives
• Primary: To develop the abilities to evaluate
scientific literature and to understand and
critically analyze the results of a scientific journal
article
• Secondary: To apply the scientific method to a
peer-reviewed journal article and demonstrate
competency in identifying and analyzing
components of the scientific method
– STEM Division Goal

5. Version 1 (Spring 2012)
• Students completed two written critical reviews
of scientific journal articles which included
analysis of the application of the scientific
method by researchers
• Slight improvement in averages between
assignment 1 and 2 (75.40% vs. 79.57%)
– Students expressed difficulty understanding and
analyzing a scientific journal
– Students lacked experience writing scientific papers

6. Versions 2/3 (Summer 2012 through
Fall 2013)
• Revised assignment – single journal review completed in
four draft sections and one final version
– Feedback from instructors provided on each draft section
– Drafts revised and submitted as final version
• Student grades on assignment improved via use of drafts
– See Figure 1
• Version 3 (implemented Summer 2013) clarified
instructions and grading rubric
– Revised summary and interpretation of results sections
– Added “Explanation to a Patient” to section 3 to evaluate
students’ comprehension of material
– Addition of secondary objective

7. Summary of Assignment
• Draft Section 1: Definitions and Observations
– Define terms and concepts, describe
observations/previous studies, identify question
• Draft Section 2: Hypothesis and Experimental Design
– See additional description on right
• Draft Section 3: Summary and Interpretation of Results
– Summarize results, explain results using data from figure
from journal article, analyze validity of hypothesis
• Draft Section 4: Discussion
– Discuss validity and future implications of research with
use of additional sources to support ideas

9. Secondary Objective
• Implemented Summer 2013
• Use of draft section 2 (Hypothesis and
Experimental Design) and final version to assess
students’ comprehension of components of the
scientific method
– Evaluated ability to identify and explain
hypothesis, independent variable, dependent
variable, constant (controlled) variables, and control
and experimental groups
• See Figure 2

10. Section 2: Hypothesis and Experimental
Design – Student Instructions
• Hypothesis: State the hypothesis provided by the authors of the
article. Make sure that you identify the statement as the
hypothesis (i.e., “The hypothesis is…”). The hypothesis should be
written in your own words. It should be specific and written in the
proper format.
• Experiment: Describe the experiment as it is outlined in the journal
article. The following components must be included:
• Independent variable: State the independent variable.
• Dependent variable: State the dependent variable.
• Controlled (constant) variables: List the controlled variables used
by the authors during the experiment.
• Control and experimental groups: Identify the control and
experimental groups.
• Description of experiment and data collection: Describe the steps
of the experiment. Include a description of how data and results
were collected.

11. Section 2: Hypothesis and
Experimental Design – Rubric
3 Points
Not applicable.
2 Points
Not applicable.
1 Points
The hypothesis
is stated in the
correct format.
Independen
t Variable
Not applicable.
Not applicable.
The
independent
variable is
described.
Dependent
Variable
Not applicable.
Not applicable.
The dependent
variable is
stated.
Controlled
(Constant)
Variables
Not applicable.
Not applicable.
Controlled
variables are
stated.
Control and
Experiment
al Groups
Not applicable.
Not applicable.
The paper
thoroughly
describes the
steps of the
experiment. It
describes how
the control and
experimental
groups were
treated.
Experiment: Not applicable.
Data
Collection
The description
of the steps of
the experiment
and how the
control and
experimental
groups were
treated is
incomplete.
The paper
identifies the
control and
experimental
groups.
The paper fails
to describe
either the steps
of the
experiment OR
how control and
experimental
groups were
treated.
Hypothesis
Description
of
Experiment
Not applicable.
The paper
describes how
data was
collected.
0 Points
The hypothesis
is missing or is
not stated in the
correct format.
The
independent
variable is
missing or is
incorrect.
The dependent
variable is
missing or is
incorrect.
Controlled
variables are
missing,
incorrect, or
incomplete.
The paper does
not identify the
control and
experimental
groups.
Description of
experiment and
how control and
experimental
groups were
treated is
missing.
The paper does
not describe
how data was
collected.
Points Earned

13. Sample Articles
• Efficacy and safety of an extended nevirapine regimen in
infant children of breastfeeding mothers with HIV-1
infection for prevention of postnatal HIV-1 transmission
(HPTN 046): a randomized, double-blind, placebocontrolled trial. The Lancet
• Comparative efficacy of inactivated and live attenuated
influenza vaccines. The New England Journal of Medicine.
• The effect of omega-3 fatty acid supplementation on the
inflammatory response to eccentric strength exercise.
Journal of Sports Science and Medicine.
• Bioactives in blueberries improve insulin sensitivity in
obese, insulin-resistant men and women. The Journal of
Nutrition.