Preprints
https://doi.org/10.5194/egusphere-2022-204
https://doi.org/10.5194/egusphere-2022-204
 
19 Apr 2022
19 Apr 2022
Status: this preprint is open for discussion.

GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education

Alice Wardle1 and Sam Illingworth2 Alice Wardle and Sam Illingworth
  • 1School of Psychology and Therapeutic Studies, Leeds Trinity University, Leeds, UK
  • 2The Department of Learning & Teaching Enhancement, Edinburgh Napier University, Edinburgh, UK

Abstract. The study presented here employs thematic analysis to explore geoscience students’ experience of writing poetry as an aid to their science education. It was found that themes could be categorised as being related to either the ‘Task Process’ or ‘Task Meaning’. The results of this study present evidence that writing poetry can aid geoscience students by making newly learned information more digestible, and therefore easier to memorise efficiently.

Alice Wardle and Sam Illingworth

Status: open (until 14 Jun 2022)

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on egusphere-2022-204', Stephany Buenrostro Mazon, 16 May 2022 reply

Alice Wardle and Sam Illingworth

Alice Wardle and Sam Illingworth

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Short summary
Participants answered four questions concerning their experience writing a haiku based on a geoscience extract. Data were categorised as being part of the ‘Task Process’ or ‘Task Meaning’. The themes involved in the ‘Task Process’ were ‘Identification of significant information’, ‘Distillation of information’, and ‘Metamorphosis of text’, while the themes related to ‘Task Meaning’ were made up of ‘Enjoyable’, ‘Challenging (which has subthemes ‘Frustrating’ and ‘Restricted’), and ‘Valuable’.