Book
Style and Substance:Popularization writing skills for interdisciplinary higher education students
| العنوان: | Style and Substance:Popularization writing skills for interdisciplinary higher education students |
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| المؤلفون: | Sterk, Florentine |
| المصدر: | Sterk , F 2025 , ' Style and Substance : Popularization writing skills for interdisciplinary higher education students ' , PhD , Utrecht University . https://doi.org/10.33540/2673 |
| سنة النشر: | 2025 |
| مصطلحات موضوعية: | popularization, science communication, science journalism, interdisciplinary teaching and learning, genre analysis, educational design research, recontextualization, reformulation |
| الوصف: | Popularization skills enable students of interdisciplinary programs to make the insights from their research projects have a bigger impact, outside of university walls. These students need to navigate communicating both disciplinary and interdisciplinary terminology, methodology, and research results. Moreover, communication to non-expert audiences is an important skill both for future academic and professional careers. Yet popularization training is not a standard part of university training and an underdeveloped topic in the academic literature, including a lack of studies into the effectiveness of educational material and the effects of training on students. The aim of this thesis is to explore how students of interdisciplinary undergraduate programs can best be enabled to learn to write popularization discourse about their own interdisciplinary research for a non-expert audience. To acquire insight into interdisciplinary students’ popularization skills, self-perception of abilities, and learning experiences, methodological options from communication sciences and educational sciences were used. They include text analysis, analytic framework construction, baseline assessment, video analysis, keystroke logging, questionnaires, statistical analysis, and thematic analysis. This study shows that students enter their undergraduate interdisciplinary program with a range of popularization skills and the ability to produce a recontextualized setting. Yet their texts lack a newspaper structure and show problems with information presentation. Students’ use of popularization strategies is hampered by a lack of popularization discourse knowledge and academic discourse knowledge. Third-year students’ popularization writing processes are diverse, with variations in the number of switches between processes, the amount and depth of editing, the use of internet, the reliance on the source text, and the number and duration of pauses. Yet the writing products show little variation between first-year and third-year writing. ... |
| نوع الوثيقة: | book |
| اللغة: | English |
| DOI: | 10.33540/2673 |
| الاتاحة: | https://research.vu.nl/en/publications/755b9b1f-a190-4392-8fdb-c215a9179e12 https://doi.org/10.33540/2673 https://hdl.handle.net/1871.1/755b9b1f-a190-4392-8fdb-c215a9179e12 |
| Rights: | info:eu-repo/semantics/openAccess |
| رقم الانضمام: | edsbas.A837EBC1 |
| قاعدة البيانات: | BASE |
| DOI: | 10.33540/2673 |
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