What are the ways students can be taught science practically?

We see that while writing is a critical part of the scientific process, it is often taught secondarily to scientific concepts as well as becomes an afterthought to students. We often as that how many students can teachers recall who worked on a laboratory assignment or class project for weeks, only to throw together the written report the day before it was due as well? The use of an attendance management system can be a good way to get started as well. We know that for many, this pattern occurs because we focus almost exclusively on the scientific process, all but ignoring the scientific writing process at the same time. We see that in case scientific writing is often a difficult as well as an arduous task for many students it can be taught well. We are aware that it follows a different format and deviates in structure from how we were initially taught to write, as well as even how we currently write for English, history, or social science classes at the same time. We see that this can make the scientific writing process appear overwhelming, especially when presented with new, as well as complex content. However, we know that effective writing can deepen understanding of the topic at hand by compelling the writer to present a coherent and logical story that is supported by previous research and new results as well. We know that the scientific writing process can be daunting as well as often procrastinating the last step in the scientific process, which further is leading to cursory attempts to get scientific arguments as well as results down on paper. However, we also see that scientific writing is not an afterthought as well should begin well before drafting the first outline. We are aware that successful writing starts with researching how their work fits into existing literature, crafting a compelling story, as well as determining how to best tailor their message to an intended audience as well. We are aware that in order to write effectively, we must identify their audience as well as decide what story they want them to learn. We know that while this may seem obvious, writing about science as a narrative is often not done, largely because they were probably taught to remain dispassionate as well as impartial while communicating scientific findings as well. We are aware that upon narrowing the background information presented to arrive at the specific focus of their research, clearly state the problem that their paper addresses as well. The problem is also known as the knowledge gap as well as a specific area of the literature that contains an unknown question or problem as well.  We know that the knowledge gap tends to be a small piece of a much larger field of study as well. Explicitly we see that it states how their work will contribute to filling that knowledge gap as well. We know that this is a crucial section of their manuscript; their discussion and conclusion should all be aimed at answering the knowledge gap that they are trying to fill. In addition, we know that the knowledge gap will drive the hypotheses and questions that they design their experiment to answer as well. The use of School ERP in such a case can be of great use as well. We know that this way they can define the hypotheses they wish to address, state the approach of their experiment, and provide a 1–2 sentence overview of their experimental design, leaving the specific details for the methods section at the same time. We see that if their methods are complicated, they can consider briefly explaining the reasoning behind their choice of experimental design as well. This way they can provide a space to present their key findings in a purely objective manner and lay the foundation for the discussion as well where those data are subjectively interpreted. We know that before diving into this section, they can identify which graphs, tables, as well as data are absolutely necessary for telling their story. We see that in such a case that craft a descriptive sentence or two that summarizes each result, referring to the corresponding table and figure numbers as well.