globalchange  > 气候变化事实与影响
DOI: 10.5194/hess-20-2965-2016
Scopus记录号: 2-s2.0-84979599697
论文题名:
Improving together: Better science writing through peer learning
作者: Stiller-Reeve M; A; , Heuzé C; , Ball W; T; , White R; H; , Messori G; , Van Der Wiel K; , Medhaug I; , Eckes A; H; , O'Callaghan A; , Newland M; J; , Williams S; R; , Kasoar M; , Elisa Wittmeier H; , Kumer V
刊名: Hydrology and Earth System Sciences
ISSN: 10275606
出版年: 2016
卷: 20, 期:7
起始页码: 2965
结束页码: 2973
语种: 英语
Scopus关键词: Biographies ; Communication skills ; Disciplinary boundaries ; Group members ; Peer learning ; Science writing ; Scientific writing ; Time management ; Writing skills ; Technical writing ; communication behavior ; environmental planning ; institutional framework ; interdisciplinary approach ; leadership ; learning ; project assessment ; self organization ; voluntary approach
英文摘要: Science, in our case the climate and geosciences, is increasingly interdisciplinary. Scientists must therefore communicate across disciplinary boundaries. For this communication to be successful, scientists must write clearly and concisely, yet the historically poor standard of scientific writing does not seem to be improving. Scientific writing must improve, and the key to long-term improvement lies with the early-career scientist (ECS). Many interventions exist for an ECS to improve their writing, like style guides and courses. However, momentum is often difficult to maintain after these interventions are completed. Continuity is key to improving writing. This paper introduces the ClimateSnack project, which aims to motivate ECSs to develop and continue to improve their writing and communication skills. The project adopts a peer-learning framework where ECSs voluntarily form writing groups at different institutes around the world. The group members learn, discuss, and improve their writing skills together. Several ClimateSnack writing groups have formed. This paper examines why some of the groups have flourished and others have dissolved. We identify the challenges involved in making a writing group successful and effective, notably the leadership of self-organized groups, and both individual and institutional time management. Within some of the groups, peer learning clearly offers a powerful tool to improve writing as well as bringing other benefits, including improved general communication skills and increased confidence. © 2016 Author(s).
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被引频次[WOS]:5   [查看WOS记录]     [查看WOS中相关记录]
资源类型: 期刊论文
标识符: http://119.78.100.158/handle/2HF3EXSE/78781
Appears in Collections:气候变化事实与影响

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作者单位: Uni Research Climate, Bjerknes Centre for Climate Research, Bergen, Norway; Department of Marine Sciences, University of Gothenburg, Gothenburg, Sweden; Centre for Ocean and Atmospheric Sciences, School of Environmental Sciences, University of East Anglia, Norwich, United Kingdom; PMOD/WRC, Dorfstrasse 33, Davos Dorf, Switzerland; Joint Institute for the Study of the Atmosphere and Ocean, University of Washington, Seattle, United States; Department of Meteorology and Bolin Centre for Climate Research, Stockholm University, Stockholm, Sweden; Institute for Atmospheric and Climate Science, Department of Environmental System Science, ETH Zurich, Zurich, Switzerland; School of Environmental Sciences, University of East Anglia, Norwich, United Kingdom; Department of Physics, Imperial College London, London, United Kingdom; Department of Earth Science, University of Bergen, Allégaten 41, Bergen, Norway; Geophysical Institute, University of Bergen, Bergen, Norway

Recommended Citation:
Stiller-Reeve M,A,, Heuzé C,et al. Improving together: Better science writing through peer learning[J]. Hydrology and Earth System Sciences,2016-01-01,20(7)
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