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

Author

Summary, in English

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.

Department/s

Publishing year

2015-07-04

Language

English

Publication/Series

Research in Science Education

Document type

Journal article

Publisher

Springer

Topic

  • Other Natural Sciences not elsewhere specified

Keywords

  • Biology
  • Higher education
  • Popular science writing
  • Science
  • Writing-to-learn
  • Writing skills

Status

Published

ISBN/ISSN/Other

  • ISSN: 0157-244X