Abstract:

Developing students’ ability to critically evaluate scientific literature is a key learning objective in higher education, yet traditional article presentations often rely on passive formats that limit active engagement and deeper analytical thinking. Experiential learning approaches, including role-play and simulation, have been widely recognized as effective strategies to enhance student engagement, critical thinking, and the ability to evaluate complex problems from multiple perspectives. In higher education, fostering critical and analytical thinking about information is essential, especially in a context of increasing use of artificial intelligence.

To address this challenge, we designed an innovative teaching activity based on a mock trial role-play in which students critically analyze a scientific article and defend opposing positions regarding its scientific validity. The activity was implemented with undergraduate Biology students and Master’s students in Neuroscience. Students worked in pairs to prepare a critical analysis of an assigned scientific article, identifying both its strengths and limitations. Importantly, they did not know in advance whether they would assume the role of defense or prosecution. On the day of the activity, roles were randomly assigned in front of the class, requiring students to defend their position before a jury composed of their classmates. The jury evaluated the arguments presented and issued a verdict based on the coherence and scientific rigor of the reasoning presented by each side.

The effectiveness of the activity was assessed through student satisfaction surveys and qualitative feedback. Overall, students from both academic levels reported positive perceptions of the role-play format and indicated that the preparation process improved their argumentative skills and their ability to critically analyze scientific literature. Interestingly, the perceived benefits were stronger among undergraduate students, suggesting that this methodology may be particularly valuable at earlier stages of scientific training.

This approach transforms a traditional article analysis assignment into a more immersive and participatory learning experience. It promotes critical thinking, cognitive flexibility, and scientific argumentation while also providing students with an experiential understanding of processes comparable to peer review in scientific publishing. This methodology may be easily transferable to other disciplines where the critical evaluation of scientific literature is a core learning objective.

Keywords:

Mock trial, Experiential learning, Role-play, Critical thinking, Higher education, Scientific literacy.