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Popular science writing to support students’ learning of science and scientific literacy

Pelger, Susanne LU and Nilsson, Pernilla (2015) In Research in Science Education
Abstract
In higher natural science education, the scientific report is the prevailing genre of

writing. Despite the fact that communicative skills are highly valued in working life, earlier

studies have shown deficiencies among science students. In this paper, we highlight the need

for varied communication training, in particularly arguing for the possibilities that students’

popular science writing offers. Our study was based on a questionnaire answered by 64 degree

project students in biology. The questions focused on the students’ own experiences of writing

about their projects for the general public and what contribution the writing made to their

learning of science. A vast majority... (More)
In higher natural science education, the scientific report is the prevailing genre of

writing. Despite the fact that communicative skills are highly valued in working life, earlier

studies have shown deficiencies among science students. In this paper, we highlight the need

for varied communication training, in particularly arguing for the possibilities that students’

popular science writing offers. Our study was based on a questionnaire answered by 64 degree

project students in biology. The questions focused on the students’ own experiences of writing

about their projects for the general public and what contribution the writing made to their

learning of science. A vast majority of the students expressed that the writing helped change

their perspectives and that they saw their subject and project in a different light. Many of the

students described that the popular science writing made it easier for them to put the science

content in a context, to better understand the aim of their own work, and the implications of

their findings. We discuss the positive effects that popular science writing may have on

students’ subject matter understanding and development of scientific literacy. Our concluding

remark is that popular science writing is a useful tool for reflection and that it adds significant

value to the students’ capacity to change perspectives, understand their subject and develop

scientific literacy. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Biology, Higher education, Popular science writing, Science, Writing-to-learn, Writing skills
categories
Higher Education
in
Research in Science Education
publisher
Springer
external identifiers
  • scopus:84934782955
ISSN
0157-244X
DOI
10.1007/s11165-015-9465-y
language
English
LU publication?
yes
id
aac2c7ef-51c1-4c70-bf50-7114d69a3f28 (old id 7989511)
date added to LUP
2015-09-23 15:06:27
date last changed
2017-01-01 04:01:46
@article{aac2c7ef-51c1-4c70-bf50-7114d69a3f28,
  abstract     = {In higher natural science education, the scientific report is the prevailing genre of<br/><br>
writing. Despite the fact that communicative skills are highly valued in working life, earlier<br/><br>
studies have shown deficiencies among science students. In this paper, we highlight the need<br/><br>
for varied communication training, in particularly arguing for the possibilities that students’<br/><br>
popular science writing offers. Our study was based on a questionnaire answered by 64 degree<br/><br>
project students in biology. The questions focused on the students’ own experiences of writing<br/><br>
about their projects for the general public and what contribution the writing made to their<br/><br>
learning of science. A vast majority of the students expressed that the writing helped change<br/><br>
their perspectives and that they saw their subject and project in a different light. Many of the<br/><br>
students described that the popular science writing made it easier for them to put the science<br/><br>
content in a context, to better understand the aim of their own work, and the implications of<br/><br>
their findings. We discuss the positive effects that popular science writing may have on<br/><br>
students’ subject matter understanding and development of scientific literacy. Our concluding<br/><br>
remark is that popular science writing is a useful tool for reflection and that it adds significant<br/><br>
value to the students’ capacity to change perspectives, understand their subject and develop<br/><br>
scientific literacy.},
  author       = {Pelger, Susanne and Nilsson, Pernilla},
  issn         = {0157-244X},
  keyword      = {Biology,Higher education,Popular science writing,Science,Writing-to-learn,Writing skills},
  language     = {eng},
  month        = {07},
  publisher    = {Springer},
  series       = {Research in Science Education},
  title        = {Popular science writing to support students’ learning of science and scientific literacy},
  url          = {http://dx.doi.org/10.1007/s11165-015-9465-y},
  year         = {2015},
}