Abstract. Science, in our case climate- and geo-science, 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 of scientific writing 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 ECS's to develop and continue to improve their writing and communication skills. The project adopts a peer-learning framework where ECS's voluntarily form writing groups at different institute s around the world. The group members learn, discuss and improve their writing skills together. Several ClimateSnack writing groups have been 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 offered a powerful tool to improve writing as well as bringing other benefits, including improved general communication skills and increased confidence.
Developing Scientific Writing of Lower Secondary Students through Inquiry and Science Writing Heuristic Learning
