K–12 Manuscript Writing Guide

A scientific manuscript is a way to share your ideas, discoveries, projects, and research with others. Most scientific manuscripts include several important sections, such as the Title, Author(s), Author Affiliation(s), Corresponding Author, Abstract, Keywords, Abbreviations, Introduction, Materials and Methods, Results, Discussion, Conclusion, Acknowledgements, and References. Don't worry if these sections seem unfamiliar right now—we will learn about each one together, step by step.

In addition to these traditional sections, the PreScientist24 Student Manuscript includes a unique feature: Notes from the Author and Parent/Guardian/Teacher. This special section gives students an opportunity to share what inspired their project, reflect on their research and writing journey, and describe the knowledge, skills, and confidence they gained along the way. It also gives parents, guardians, and teachers an opportunity to share their observations about the student's curiosity, creativity, perseverance, and personal growth throughout the learning experience.

We encourage every student and parent/guardian/teacher to complete this section thoughtfully and honestly. These reflections make each manuscript more personal, meaningful, and inspiring. They encourage other students to ask questions, explore new ideas, solve problems, and develop a lifelong love of learning, research, innovation, and scientific writing. Most importantly, they help students become kind, curious, and responsible individuals who use their knowledge and creativity to help others, strengthen their communities, and make a positive difference in the world.

Now it's time to begin an exciting journey! Together, we will learn how to ask meaningful questions, think like young scientists, explore the world with curiosity, and write a scientific manuscript step by step. Every great discovery begins with a simple question—and your journey starts today. Let's get started!

1.0. Definition

We will confirm the title and write the abstract, keywords, and abbreviations after completing the writing of a manuscript. That way, the title, abstract, keywords, and abbreviation truly reflect the content.

However, in this section we will define the definition and give some ideas of how to improve your knowledge to write the appropriate title, abstract, keywords, abbreviation, introduction, materials and methods, results, discussion, conclusion, acknowledgement, and references that completely reflect the manuscript.

Title

The title is the name of your manuscript. It should be clear, interesting, and informative, so readers can quickly understand what your study, project, or idea is about.

Author Name(s)

The author(s) are the student(s) who completed the project or wrote the manuscript. List the full names of everyone who made a meaningful or intellectual contribution to the work.

Author Name(s): First Author^1*, Second Author¹, Third Author² (Full names of all contributing authors.).

Affiliation

The affiliation tells readers where the author(s) studies or works, such as the name of the school, college, university, organization, city, and country.

Affiliation: ¹Department, University/Institution, City, Country.

²Department, University/Institution, City, Country.

Corresponding Author

The corresponding author is the person who communicates with the journal and answers questions about the manuscript. Usually, this person's email address is provided.

*Correspondence: Email Address (parents, teachers, or guardians on behalf of minor students).

Keywords

Keywords are a few important words or short phrases that describe the main topics of the manuscript. They help readers and search engines find your article more easily.

Abbreviations

An abbreviation is a shortened form of a word or phrase (for example, DNA or AI). List all uncommon abbreviations used in the manuscript and explain what each one means the first time it appears.

Abbreviations: A list of all non-standard abbreviations used in the manuscript, defined for reader clarity.

Abstract

The abstract is a short summary of the entire manuscript. It briefly explains what the study is about, why it was done, how it was carried out, the main findings, and the most important conclusion. After reading the abstract, readers should understand the main idea of the project.

Introduction

The Introduction explains the background of the topic and why it is important. It tells readers what is already known, what questions remain unanswered, and the purpose of the study. It also states the research question, objective, or hypothesis and includes relevant references when appropriate.

Materials and Methods

The Materials and Methods section explain how the study or project was completed. It describes the materials, equipment, participants (if any), procedures, observations, experiments, surveys, or data collection methods so that someone else could repeat the work. If necessary, include ethical approval and references.

Results

The Results section presents what was found during the study. It includes observations, measurements, tables, graphs, charts, photographs, or figures. Only present the findings here without explaining what they mean. If statistical analyses were performed, summarize the important results.

Discussion

The Discussion explains what the results mean. It interprets the findings, compares them with previous studies or existing knowledge, discusses possible reasons for the results, identifies any limitations of the study, explains why the findings are important, and includes relevant references when appropriate. It may also suggest ideas for future research.

Conclusion

The Conclusion is the final summary of the study. It highlights the most important findings, answers the research question or objective, explains why the study is important, and may include recommendations or suggestions for future work.

Acknowledgements

The Acknowledgements section recognizes individuals, teachers, parents, schools, organizations, mentors, volunteers, or funding agencies that provided valuable support, guidance, resources, or financial assistance for the project but did not meet the criteria for authorship.

When appropriate, authors should also acknowledge the use of artificial intelligence (AI) tools (e.g., ChatGPT) that assisted with language editing, grammar correction, spelling, sentence structure, or writing improvement. However, AI should be used only as a support tool and should not replace the student's own thinking, creativity, critical analysis, scientific judgment, or original work.

Authors are fully responsible for the accuracy, originality, integrity, and final content of their manuscripts. Any use of AI tools that made a substantial contribution to manuscript preparation should be clearly disclosed in the Acknowledgements section. Students (or parents, teachers, or guardians on behalf of minor students) are also responsible for carefully reviewing and verifying all AI-generated suggestions, ensuring the accuracy of the information presented, and confirming that all sources, citations, and references are accurate, properly attributed, and comply with copyright and academic integrity requirements.

Conflicts of Interest

The Conflicts of Interest section tells readers whether the authors have any personal, financial, or professional interests that could influence the study. If there are none, write:

"The authors declare no conflict of interest."

References

The References section lists all books, journal articles, websites, and other reliable sources used in the manuscript. Every source cited in the text should appear in the reference list and should follow the PreScientist24 reference style.

2.0. Thinking About the “Title” of a Manuscript

When preparing a manuscript for publication, a student should think of the title as the paper’s first and most important advertisement. Editors, reviewers, and readers often decide whether to look further based on the title alone.

2.1. A Student's Checklist

Before accepting or creating a title, ask:

• Does it tell the main topic of the paper?
• Does it contain important keywords?
• Is it clear and easy to understand?
• Is it specific rather than too general?
• Is it short and concise?
• Does it accurately match the paper?
• Would it make someone interested in reading more?

A good title should help readers answer one simple question immediately:

"What is this paper about?"

2.2. Examples by Student

Elementary School

Paper Topic: How plants grow

Good title:

What Helps Plants Grow Faster?

Middle School

Paper Topic: Effects of screen time on sleep

Good title:

How Screen Time Affects Sleep in School Students

High School

Paper Topic: Water quality in local streams

Good title:

Analysis of Water Quality in Local Streams and Its Environmental Impact

3.0. Thinking About the “Introduction” Section of a Manuscript

Introduces the research brief background, significance of the study, research gap and objective, and hypothesis or research questions. References should be current and relevant.

When writing a manuscript for publication, a student should think of the Introduction as the section that answers the question:

"Why was this study needed?"

Many successful introductions follow this structure:

Background → Literature Review → Knowledge Gap → Importance → Purpose → Research Question/Hypothesis

3.1. Before submitting the manuscript, ask:

• Does the introduction explain the topic clearly?
• Does it start with an interesting fact, question, story, or observation?
• Does it give enough information for readers who may not know the topic?
• Does the introduction show how the topic impacts people, animals, the environment, or society?
• Does reader understand what information will be discussed later?
• Does it summarize key previous research?
• Does it identify a genuine knowledge gap?
• Does it explain why the gap is important?
• Does it clearly state the study objective?
• Does it end with research questions or hypotheses?
• Does one idea connect smoothly to the next?

3.2. Common Problems to Watch For

• The topic is not clearly introduced.
• Too little background information is provided.
• The purpose of the paper is unclear.
• The introduction is too long or contains unnecessary details.
• The introduction discusses results or conclusions that belong later in the paper.

A good introduction should help readers answer three simple questions:

What is this paper about? Why is it important? What will I learn by reading it?

3.3. Examples by Grade Level

Elementary School

Topic: Butterflies

Introduction:

Butterflies are colorful insects that can be found in many places around the world. They play an important role in pollinating flowers. This paper explains the life cycle of a butterfly.

Middle School

Topic: Recycling

Introduction:

Recycling helps reduce waste and conserve natural resources. Many communities encourage recycling, but not everyone participates. This paper examines the benefits of recycling and ways to increase participation.

High School

Topic: Hard Work and Academic Performance

Introduction:

Hard work plays an important role in students' academic success. Students who consistently dedicate time and effort to studying, completing assignments, and preparing for examinations often develop stronger knowledge, skills, and learning habits. However, the relationship between hard work and academic performance may also be influenced by factors such as study strategies, motivation, time management, and the learning environment. This study investigates the relationship between students' hard work and their academic performance to better understand how consistent effort may contribute to improved learning outcomes and academic achievement.

4.0. Thinking About the “Materials and Methods” Section of a Manuscript

For a student, thinking about the Materials and Methods section means asking whether the paper clearly explains what was used and what was done during the project, experiment, or investigation.

The Materials and Methods section should be detailed enough so that another student could repeat the project and get similar results.

4.1. A Student's Checklist

Before accepting or writing a Materials and Methods section, ask:

• Are all materials listed?
• Are the steps clear and in order?
• Are measurements and quantities included?
• Is the experiment fair?
• Is data collection explained?
• Is control group included when needed?
• Could another student repeat the project?

4.2. Common Problems to Watch For

• Missing materials.
• Steps that are unclear or incomplete.
• Important measurements not reported.
• Procedures presented out of order.
• Not enough detail for replication.
• No control group.
• Including results or conclusions instead of methods.

A good Materials and Methods section should help readers answer two simple questions:

"What was used?" and "What exactly was done?".

Example:

Instead of:

We used some plants.

Better:

We used six bean plants, potting soil, six pots, and a ruler.

Example:

Instead of:

We watered the plants regularly.

Better:

We gave each plant 100 milliliters of water every day for four weeks.

Example

Instead of:

Testing sunlight and plant growth.

Write:

To ensure a fair test, all plants received the same amount of sunlight, water, soil, and were grown in pots of the same size.

Example

Weak Version

We planted seeds and watched them grow.

Stronger Version

We planted six bean seeds in identical pots filled with potting soil. Three pots were placed in direct sunlight and three were placed in partial sunlight. Each plant received 100 milliliters (ml) of water daily for four weeks. Plant height was measured every three days using a ruler.

4.3. Examples by Grade Level

Elementary School

Question: Which paper towel absorbs the most water?

Materials:

• Three paper towel brands
• Measuring cup
• Water

Methods:

• Pour 100 mL of water onto each towel.
• Measure how much water is absorbed.

Middle School

Question: Does fertilizer affect plant growth?

Materials:

• Fertilizer
• Plants
• Water
• Measuring tape or ruler

Methods:

• Grow plants under the same conditions.
• Apply fertilizer to one group.
• Measure height weekly.

High School

Question: How does exercise affect heart rate?

Materials:

• Pressure machine

Methods:

• Measure resting heart rate.
• Exercise for a set time.
• Measure heart rate immediately afterward and during recovery.

5.0. Thinking About the “Results” Section of a Manuscript

For a K–12 student, thinking about the Results section means asking whether the paper clearly shows what happened during the project or experiment.

The Results section is where the author presents the data, observations, and findings. It should focus on what was discovered, not why it happened (that is usually discussed in the Discussion section).

5.1. A K–12 Student's Checklist

Before accepting or writing a Results section, ask:

• Are the main findings clearly presented?
• Are measurements and observations included?
• Are tables, charts, figures or graphs easy to understand?
• Are results reported objectively?
• Are all important findings included?
• Do the results help answer the research question?
• Are results compared with the control group when needed?

5.2. Common Problems to Watch For

• Results are too vague.
• Important data are missing.
• Graphs or tables are unclear.
• Opinions are mixed with results.
• Conclusions are included before the Discussion section.
• Numbers are reported without units.

A good Results section should help readers answer one simple question:

"What did the project or experiment find?" “What did we find?”

Example

Weak Version

The plants grew differently.

Stronger Version

After four weeks, the plants receiving full sunlight grew an average of 18 cm, while the plants receiving partial sunlight grew an average of 11 cm.

The stronger version provides specific data rather than a vague statement.

Example Using a Table

A student reading this table can quickly understand the result.

5.3. Examples by Grade Level

Elementary School

Question: Which paper towel absorbed the most water?

Result:

Brand A absorbed 80 mL of water, Brand B absorbed 65 mL, and Brand C absorbed 72 mL.

Middle School

Question: Does fertilizer affect plant growth?

Result:

Plants given fertilizer grew an average of 15 cm, while plants without fertilizer grew an average of 10 cm.

High School

Question: How does exercise affect heart rate?

Result:

Students had an average resting heart rate of 72 beats per minute and an average post-exercise heart rate of 128 beats per minute.

6.0. Thinking About the “Discussion” Section of a Manuscript

For a K–12 student, thinking about the Discussion section of a manuscript means asking whether the paper explains what the results mean, why they matter, and how they connect to what people already know.

The Discussion section is where the author moves from “What did we find?” to “What does it mean?”

6.1. A K–12 Student’s Checklist

Before accepting or writing a Discussion section, ask:

• Do the authors explain what the results mean?
• Are explanations supported by evidence?
• Do they compare results with other knowledge or studies (References should be current and relevant)?
• Do they explain possible reasons for the findings?
• Do they mention limitations?
• Do they suggest future research?

6.2. Common Problems to Watch For

• Repeating results without explaining them.
• Making guesses is not supported by data.
• Claiming too much (overstating conclusions).
• Ignoring other research or ideas.
• Not mentioning limitations.
• Confusing facts with opinions.
• Not proper citation or references

A strong Discussion helps readers answer:

“What do these results mean, and why do they matter?”

Example

Results:

Plants in sunlight grew 18 cm, and plants in shade grew 11 cm.

Weak Discussion:

Plants grew differently.

Strong Discussion:

The results suggest that plants grow better in sunlight because sunlight provides energy needed for photosynthesis. This agrees with what is known about plant growth. However, the study was small, and more trials are needed to confirm the findings.

6.3. Examples by Grade Level

Elementary School

The results show that paper towels absorb different amounts of water. This may be because some materials are thicker than others.

Middle School

The findings suggest that fertilizer helps plants grow faster. However, more trials are needed to confirm this result.

High School

The data indicate a strong relationship between exercise and increased heart rate. These results are consistent with previous studies on cardiovascular response to physical activity, though the sample size limits generalization.

7.0. Thinking About the “Conclusion” Section of a Manuscript

For a K–12 student, thinking about the Conclusion of a manuscript means checking whether the paper ends by clearly explaining what was learned, why it matters, and what the reader should remember most.

The Conclusion is the “final takeaway message” of the paper.

7.1. A K–12 Student’s Checklist

Before accepting or writing a Conclusion, ask:

• Does it answer the main research question?
• Does it summarize the key findings?
• Does it match the results and discussion?
• Does it explain why the findings matter?
• Does it avoid new information?
• Does it clearly state the final message?

7.2. Common Problems to Watch For

• Repeating the whole Results section.
• Adding new information not found earlier.
• Making claims that are too strong.
• Being too vague (“This study was interesting”).
• Not clearly stating the main finding.
• Forgetting to explain importance.

A strong conclusion should help the reader finish the paper thinking:

“Now I understand what this study found and why it is important.”

Example

Weak Conclusion:

Plants were studied and many things were observed.

Strong Conclusion:

This study found that plants exposed to sunlight grew significantly taller than plants in shade. These results suggest that sunlight is important for plant growth. Further research could test different plant types or longer growth periods.

7.3. Examples by Grade Level

Elementary School

This project showed that paper towels absorb different amounts of water. The strongest paper towel absorbed the most water.

Middle School

The results show that fertilizer helps plants grow faster. This suggests that nutrients are important for plant health.

High School

The study demonstrates a positive relationship between exercise and heart rate increase. These findings are consistent with prior research, though further studies with larger samples are recommended.

8.0. Thinking About the “Acknowledgement” Section of a Manuscript

For a K–12 student, thinking about the Acknowledgement section of a manuscript means checking whether the paper clearly and honestly explains who helped with the project, who funded it, and what support made the work possible—without listing authors or discussing the science itself. Any substantial use of AI during manuscript preparation has been clearly disclosed in the Acknowledgements section.

The Acknowledgement section is about credit and transparency, not results or conclusions.

8.1. A K–12 Student’s Checklist

Before accepting or writing an Acknowledgement section, ask:

• Who helped with the project?
• Was funding or support properly stated?
• Are contributions accurate and fair?
• Is the tone professional and appropriate?
• Does it clearly separate helpers from authors?

8.2. Common Problems to Watch For

• Forgetting to mention important contributors.
• Listing people who did not contribute.
• Using informal or emotional language.
• Not including funding or support information.
• Confusing acknowledgements with authorship.
• Forgetting to mention important tools.

A strong Acknowledgement section helps readers understand:

“Who made this research possible, and how was it supported?”

Example:

The authors thank Ms. Lee for helping organize the experiment.

For example, support might come from organizations like National Science Foundation or school-based research programs.

Not appropriate:

Thanks to my best friend for being awesome!

Better:

The authors thank Alex Kim for assistance with data entry.

Example

Weak Acknowledgement:

Thanks to everyone who helped.

Stronger Acknowledgement:

The authors thank Mr. Johnson for guidance during the experiment and Sarah Lee for assistance with data collection and analysis. This project was supported by the school science program.

8.3. Examples by Grade Level

Elementary School

We thank our teacher for helping us with the science project.

Middle School

We thank Ms. Rivera for supervising the experiment and the school lab for providing materials.

High School

The authors gratefully acknowledge Dr. Alex Kim, Dr. Chen Lee, Dr. Bilkis Banu, and Dr. Kajal Sankar Roy for their valuable research suggestions and statistical advice. The authors also thank the School Research Program for its support and resources, which contributed to the successful completion of this study.

9.0. Thinking About the “References” Section of a Manuscript

For a K–12 student, thinking about the References section of a manuscript means checking whether the paper uses good, reliable, and correctly listed sources to support its ideas.

The References section shows where the information came from and helps readers trust the work and find the original sources.

9.1. A K–12 Student’s Checklist

Before accepting or writing a References section, ask:

• Are the sources reliable and trustworthy (peer-reviewed publications)?
• Are they related to the topic?
• Are they current when needed?
• Do they support the claims in the paper?
• Are they formatted correctly?
• Are any important sources missing?

9.2. Common Problems to Watch For

• Using unreliable websites.
• Missing important sources.
• Incorrect or inconsistent formatting.
• Sources that don’t match the paper’s claims.
• Outdated information in fast-changing topics.
• Too few references to support the ideas.

A strong References section helps readers understand:

“Where did this information come from, and can I trust it?”

Examples

Good examples include organizations like National Aeronautics and Space Administration or World Health Organization.

9.3. Simple Exercise for Students

After reviewing the References section, ask:

• Where did this information come from?
• Are the sources trustworthy?
• Do the sources match what the paper is saying?

If you can answer these, the references are likely strong.

Example

Weak Reference List Idea:

• Wikipedia page
• Random blog
• Unrelated website

Strong Reference List Idea:

• Scientific journal articles (peer-reviewed publications)
• Books from experts
• Reports from trusted organizations (e.g., NASA, WHO)

9.4. Examples by Grade Level

Elementary School

A book about animals from the library.

Middle School

A science textbook and a trusted educational website.

High School

Peer-reviewed journal articles and research reports from credible organizations.

Note: Also, it is very important to use the link and corresponding reference for all copyright and credit information.

For example, please visit the article that was published by Zuhayer Chowdhury, et al.

H. Sch. Proc. Imagin. Ideas Innov., 2026, 1(1), 1-9

Link:

https://prescientist24.org/articles/0701399062639HSPIIIv1_6.pdf

Similarity Index: A small portion of the Writing Guide, including a few sentences, shows similarity to the following primary sources:

• e-jmt.org. Internet Source
• www.jhse.es. Internet Source
• www.ijdrt.com. Internet Source
• www.mdpi.com. Internet Source
• Submitted to Sierra College. Student Paper
• Submitted to University of North Georgia. Student Paper
• Submitted to Georgia Military College. Student Paper
• Submitted to Liberty University. Student Paper
• Arnon Buntha, Pratchayapong Yasri, Prempree Duangpummet. "Enhancing ScienceEducation in Thailand: Implementing the CER Framework to Improve PISA Performanceand Student Argumentation", 2024 9th International STEM Education Conference (iSTEMEd), 2024. Publication
• Submitted to Florida Virtual School. Student Paper
• issuu.com. Internet Source
• journals.stmjournals.com. Internet Source

10. AUTHOR(s) DECLARATION AND COPYRIGHT TRANSFER

Manuscript Title:

Publisher:

10.1. Authorship Contributions and Responsibilities

Yes ☐ or No ☐

• All individuals listed as authors have made substantial, direct, and intellectual contributions to the work.
• Each author has participated sufficiently in the work to take public responsibility for its content.
• All authors have reviewed and approved the final version of the manuscript prior to submission.

10.2. Use of Artificial Intelligence (AI)

Yes ☐ or No ☐

The authors acknowledge the use of artificial intelligence (AI) tools during the preparation of this manuscript. AI was used only to assist with language editing, grammar correction, spelling, sentence structure, improving writing clarity, or other appropriate editorial support. Authors revised this paragraph as appropriate, to accurately describe how AI tools were used during the preparation of their manuscript.

The authors confirm that AI did not replace their own ideas, imagination, creativity, critical thinking, scientific judgment, data interpretation, and original intellectual contributions. The authors have carefully reviewed and evaluated all AI-assisted suggestions and take full responsibility for every aspect of their work.

The authors are fully responsible for the accuracy, originality, integrity, and final content of this manuscript. Any substantial use of AI during manuscript preparation has been clearly disclosed in the Acknowledgements section. Students (or parents, teachers, or guardians on behalf of minor students) are responsible for carefully reviewing and verifying all AI-assisted suggestions, ensuring that the information presented is accurate and that all sources, citations, and references are properly cited and attributed in accordance with academic integrity and copyright requirements.

10.3. Acknowledgment of Copyrighted Materials and References

Yes ☐ or No ☐

The authors confirm that all copyrighted materials, including figures, tables, illustrations, and referenced content, have been properly cited and acknowledged in accordance with applicable copyright laws, ethical standards, and publication guidelines. Written permission has been obtained where required.

10.4. Originality Statement

Yes ☐ or No ☐

The authors declare that this manuscript represents original work. It has not been previously published and is not currently under consideration for publication, in whole or in part, by any other journal, conference, or platform.

10.5. Copyright Transfer Agreement

Yes ☐ or No ☐

The authors hereby transfer all copyright ownership of the manuscript titled “?” to “?”, in all forms and media, whether now known or hereafter developed.

All other proprietary rights, including patent rights, are retained by the authors.

11. Notes from the Author and Parent/Guardian/Teacher

11.1. Author's Note

The Author's Note gives students an opportunity to reflect on their learning experience, research journey, and personal growth. On the other hand, it allows readers to see not only the final research but also the student's personal journey, perseverance, and growth, making the publication more meaningful for students, families, teachers, and future readers. There are no right or wrong answers—write honestly and in your own words.

Suggested questions (Depending on the student's grade level):

• What inspired you to choose this research topic or write this manuscript?
• What challenges did you face during your research or writing process, and how did you overcome them?
• What new knowledge or skills did you gain while completing this project?
• If you could continue this project, what would you like to improve or study next?
• Did you receive help from anyone? How did they support you?
• How has this project changed the way you think about learning science, technology, society, your community, or solving real-world problems?
• How do you hope your work will benefit other students or the community?
• How did the PreScientist24 publication platform help, motivate, or encourage you throughout this process?
• What advice or message would you like to share with other students who are interested in research, innovation, or writing?

11.2. Parent's/Guardian's/Teacher's Note

Parents, guardians, or teachers may share their observations about the student's learning experience and personal development.

Suggested questions:

• What positive impact can participating in research or manuscript writing have on children and students from an early age?
• How can parents, guardians, or teachers encourage children and students to develop curiosity, creativity, and scientific thinking?
• What changes or improvements did you observe in the student while completing this project?
• How does the PreScientist24 publication platform support, inspire, and motivate students to develop research, writing, and critical-thinking skills?
• What advice would you give to other parents, guardians, or teachers who want to encourage young researchers and writers?

Additional Guidance on the Responsible Use of Artificial Intelligence (AI) in Manuscript Writing

Acknowledgement: AI (e.g., ChatGPT) Support

PreScientist24 encourages the responsible, ethical, and educational use of artificial intelligence (AI) tools, such as ChatGPT, to support student learning. AI should be used only as a learning aid to help students improve their writing, communication, and understanding of scientific concepts. The primary goal of PreScientist24 is to foster students' knowledge, imagination, curiosity, critical thinking, creativity, scientific reasoning, problem-solving skills, independent learning, and thinking about the community through the preparation and publication of their own scholarly work.

The Acknowledgements section recognizes individuals, teachers, parents, guardians, schools, organizations, mentors, volunteers, or funding agencies that provided valuable guidance, encouragement, resources, technical assistance, or financial support for the project but did not meet the criteria for authorship.

When appropriate, authors should also acknowledge the use of AI tools (e.g., ChatGPT) that assisted with language editing, grammar correction, spelling, sentence structure, improving clarity, brainstorming ideas, or organizing the manuscript. However, AI must not replace the student's own ideas, imagination, creativity, critical thinking, scientific judgment, data interpretation, or original intellectual contributions. Students are expected to understand, evaluate, and take ownership of every part of their work.

Authors are fully responsible for the accuracy, originality, integrity, and final content of their manuscripts. Any substantial use of AI during manuscript preparation should be clearly disclosed in the Acknowledgements section. Students (or parents, teachers, or guardians on behalf of minor students) are responsible for carefully reviewing and verifying all AI-assisted suggestions, ensuring that the information presented is accurate, that all sources and references are properly cited and attributed, and that the manuscript complies with copyright laws, ethical standards, and the principles of academic integrity.

In conclusion, PreScientist24 encourages responsible and ethical use of artificial intelligence (AI) tools as educational resources only, while ensuring that the ideas, scientific reasoning, conclusions, and overall intellectual contribution remain their own.

Credit and Copyright: AI (ChatGPT) Support