Bridging Observation and Explanation: Scientific Writing as Epistemic Practice in Biochemistry Laboratory Education

Laboratory reports serve as critical tools for assessing students’ ability to engage in scientific discourse. This study examines how allied health students construct written descriptions of biochemical phenomena in laboratory settings, with a particular focus on their ability to observe, describe, and conceptually explain experimental outcomes. We analyzed 320 lab reports using a rubric evaluating clarity, accuracy, and depth. We found that while students performed moderately well in presenting observable features, their ability to connect observations to theoretical concepts remained underdeveloped. Drawing on insights from science education, language theory, and cognitive psychology, we argue that challenges in descriptive writing reflect deeper issues in conceptual understanding and disciplinary discourse. Instructional interventions are proposed to bridge these gaps, including scaffolding, conceptual framing, and formative feedback. Findings inform the design of laboratory courses that prepare future health professionals for the precision and reasoning demanded in clinical communication. This study contributes to understanding the language demands of scientific communication and emphasizes the need to align writing instruction with epistemological goals of science learning.