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Science is the investigation of physical and natural phenomena through observation, experimentation, and theoretical explanation. The knowledge produced by such investigation forms our scientific understanding of these phenomena – from how our immune system defends us to how the Earth stays in orbit! Although science covers a wide range of topics, all ‘good’ science starts with developing a systematic plan called the scientific method.
In general, the scientific method involves identifying a problem, performing some research or experimentation to help explain that problem, and then reporting your findings to contribute to our collective understanding to that problem. This final step – reporting your results – is how we communicate our findings to other scientists and to the rest of the world, and is arguably the most important part of the scientific method. One way we communicate these results is through scientific report writing.
“A scientific experiment, no matter how spectacular the results, is not completed until the results are published” (Day & Gastel, as cited in Wu, 2011).
In your training as scientists at university, it is important that you become effective communicators of science to a range of audiences and for a range of purposes. Perhaps you are developing your own research project or experiment, turning your thesis into a research paper, or maybe you are writing up a report from an undergraduate laboratory class. Regardless, scientific writing at university will generally follow the same structure, with slight differences depending on your discipline. For example, it is common to combine Results and Discussion for chemistry, but not for biology. Therefore, it is important that you follow the guidance provided by the academic and adhere to the task instructions.
Scientific reports generally follow the IMRaD structure: Introduction, Methods, Results, and Discussion. As shown in the image below (Wu, 2011), the focus of the report should be shaped like an hourglass:
Each of these sections aims to answer one to two main questions, as summarised in the table below (Wu, 2011).
Section of the Report |
Question to Answer |
Main points/tips |
---|---|---|
Title |
What is this report about? |
Be brief yet specific. |
Abstract |
What is this report in a nutshell? |
Follow the IMRaD logic: a bit of background, your basic research question, summary of main methods, and basic conclusion of results/findings. |
Introduction |
Why did you do this study? |
Give a brief rationale on the problem and its importance, what is known and unknown, and what the research question/purpose of the report is. |
Methods |
How did you do this study? |
Detail what methods you have used and why you used them (justification). This may include (for example): some detail on the study site or participants, fieldwork or laboratory analysis, sampling techniques, and statistical analysis/data processing. |
Results |
What did you find? |
Summarise findings with headings and informative figures. Do not discuss the meaning yet! |
Discussion |
What do these findings mean, and why do we care? How do these relate to other studies? |
Explain the results in context of the literature: detail any trends/patterns in the data, any inconsistencies, or unexpected values, and whether there were any errors or limitations. Are your results similar or different to the results of previous studies? |
Conclusion |
What are your major findings and main take-aways? |
Summarise the main findings and importance of the work you have done – do not simply repeat what has been said in the discussion. Note this is often the last paragraph of the discussion. |
This video (10:18 min) from Steve Kirk (2020) provides a great walk-through of scientific report structure with annotated examples from real research papers.
Kirk, S. (2020, May 4). The structure of scientific research papers [Video]. YouTube.
Monash University. (2024). Developing research questions.
SciDevNet. (2013, July 2). How do I write a scientific paper?.
Wu, J. (2011). Improving the writing of research papers: IMRAD and beyond. Landscape Ecology, 26(10), 1345-1349. https://doi.org/10.1007/s10980-011-9674-3