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You will learn

you will characterise the language of popular science and recognise it in texts
you will present popularised knowledgeknowledgeknowledge in various ways and be aware of its advantages and disadvantages
you will discuss linguistic enhancements used in popular science textspopular science textpopular science texts

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Nagranie dostępne na portalu epodreczniki.pl

nagranie abstraktu

The popularisationpopularisationpopularisation of sciencesciencescience refers to all activities which make the results of scientific work accessible to a wide audience. The best known forms of popularised knowledge are popular science books and magazines. These ventures are also characteristic for the media and a variety of institutions such as museums, zoos and libraries. Festivalsscience festivalFestivals and science centres are also becoming increasingly popular.

Popular science stylepopular science stylePopular science style is a variation on scientific style. The writer is a specialistspecialistspecialist in some field, usually a scientist or science journalist. The reader – is usually a person with a slight background in some field of science, who wants to expand or deepen their knowledge of a certain topic. Popular science style contains elements that are characteristic of academic, journalistic, artistic and even colloquial styles.

All features typical of journalistic, artistic and colloquial styles, such as the use of metaphors, phraseology and expressive vocabulary, can be used in the acquisition of knowledge. Therefore, popular science texts can be seen as a bridge linking the professional communication of scientists with everyday means of sharing knowledge.

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Exercise 1

Check that you fully understand the text. Complete the exercise below, using the appropriate terms. Uzupełnij 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels texts should be reputable and attractive. It is also important, that - uzupełnij - 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels has adapted the message to the receiver, who may be a group of people of different ages, - uzupełnij - 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels and levels of intellect. The popularisation of science takes place in various - uzupełnij - 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels of communication. It is connected to activities in the press, radio, Internet, - uzupełnij - 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels. The most common forms of communication in popular science are: - uzupełnij - 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels (lectures, readings, talks), 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels (books and magazines) and presentations and proposals for learning via - uzupełnij - 1. television, 2. receiver, 3. recipient, 4. activities, 5. sender, 6. Popular science, 7. scientific, 8. journalistic, 9. written, 10. gender, 11. poster, 12. spoken, 13. education, 14. channels (workshops, sharing of experiences, competitions, museum visits).

Check that you fully understand the text. Complete the exercise below, using the appropriate terms.

scientific, poster, journalistic, Popular science, receiver, television, channels, spoken, activities, education, gender, written, recipient, sender

.............................. texts should be reputable and attractive. It is also important, that .............................. has adapted the message to the receiver, who may be a group of people of different ages, .............................. and levels of intellect. The popularisation of science takes place in various .............................. of communication. It is connected to activities in the press, radio, Internet, ............................... The most common forms of communication in popular science are: .............................. (lectures, readings, talks), .............................. (books and magazines) and presentations and proposals for learning via .............................. (workshops, sharing of experiences, competitions, museum visits).

Exercise 2

In pairs, discuss your experiences in connection to the popularisation of knowledge. Do you watch popular science programs or read specialised magazines?

Exercise 3

Familiarise yourself with the interactive illustration, which shows the most important features of popular science texts.

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Source: licencja: CC 0.

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Exercise 4

Point out the linguistic (stylistic) features used to attract readers which have been used in the titles of these popular science articles. Place them in the appropriate groups. rhyme or similar sounds Możliwe odpowiedzi: 1. „Wyniki z sufitu”, 2. „Życie w meteorycie", 3. „Znany nieznany”, 4. „Uwaga nadwaga”, 5. „Jeśli na Księżycu jest woda – to jesteśmy w domu”, 6. „Niezdrowe relacje lekarz – pacjent”, 7. „Amerykańskie korporacje toną w rzece pieniędzy”, 8. „Solenie na życzenie”, 9. „Mieć konta na punkcie kota”, 10. „Zaćmienie, które olśniło Kopernika”, 11. „Światełko w tunelu, czyli kwantowy wymiar bezpieczeństwa informacji”, 12. „Analogi insuliny cukrzykom na osłodę”, 13. „Trudne życie na orbicie”, 14. „Morze bez wody”, 15. „Przyszłość bez przyszłości”, 16. „Ziemia jest dzieckiem czasu”, 17. „Rentgenem w gangrenę” paradox Możliwe odpowiedzi: 1. „Wyniki z sufitu”, 2. „Życie w meteorycie", 3. „Znany nieznany”, 4. „Uwaga nadwaga”, 5. „Jeśli na Księżycu jest woda – to jesteśmy w domu”, 6. „Niezdrowe relacje lekarz – pacjent”, 7. „Amerykańskie korporacje toną w rzece pieniędzy”, 8. „Solenie na życzenie”, 9. „Mieć konta na punkcie kota”, 10. „Zaćmienie, które olśniło Kopernika”, 11. „Światełko w tunelu, czyli kwantowy wymiar bezpieczeństwa informacji”, 12. „Analogi insuliny cukrzykom na osłodę”, 13. „Trudne życie na orbicie”, 14. „Morze bez wody”, 15. „Przyszłość bez przyszłości”, 16. „Ziemia jest dzieckiem czasu”, 17. „Rentgenem w gangrenę” metaphor/idiom Możliwe odpowiedzi: 1. „Wyniki z sufitu”, 2. „Życie w meteorycie", 3. „Znany nieznany”, 4. „Uwaga nadwaga”, 5. „Jeśli na Księżycu jest woda – to jesteśmy w domu”, 6. „Niezdrowe relacje lekarz – pacjent”, 7. „Amerykańskie korporacje toną w rzece pieniędzy”, 8. „Solenie na życzenie”, 9. „Mieć konta na punkcie kota”, 10. „Zaćmienie, które olśniło Kopernika”, 11. „Światełko w tunelu, czyli kwantowy wymiar bezpieczeństwa informacji”, 12. „Analogi insuliny cukrzykom na osłodę”, 13. „Trudne życie na orbicie”, 14. „Morze bez wody”, 15. „Przyszłość bez przyszłości”, 16. „Ziemia jest dzieckiem czasu”, 17. „Rentgenem w gangrenę”

Point out the linguistic (stylistic) features used to attract readers which have been used in the titles of these popular science articles. Place them in the appropriate groups.

„Solenie na życzenie”, „Trudne życie na orbicie”, „Światełko w tunelu, czyli kwantowy wymiar bezpieczeństwa informacji”, „Morze bez wody”, „Przyszłość bez przyszłości”, „Zaćmienie, które olśniło Kopernika”, „Niezdrowe relacje lekarz – pacjent”, „Mieć konta na punkcie kota”, „Wyniki z sufitu”, „Znany nieznany”, „Życie w meteorycie", „Jeśli na Księżycu jest woda – to jesteśmy w domu”, „Rentgenem w gangrenę”, „Ziemia jest dzieckiem czasu”, „Analogi insuliny cukrzykom na osłodę”, „Amerykańskie korporacje toną w rzece pieniędzy”, „Uwaga nadwaga”

rhyme or similar sounds
paradox
metaphor/idiom

Exercise 5

Use your imagination to decide what the subject of the articles with the following titles may be. You can check your answers for the actual topics in the „Polityka” archive.

„Wiki wymiata”;
„Dokąd zabiera nas nos”;
„Szukanie guza”;
„Na szkliwie malowane”;
„Trucizna z kapelusza”;
„Koniec króla?”.

Consider the advantages and disadvantages of using titles such as these.

Exercise 6

In the provided passages of text on the epodreczniki.pl site, indicate the features of the style of popular science.

Group I – Zjawisko roboczo zwane życiem
Group II – Sejm w cieniu armat
Group III – Koniec króla? W Afryce zostało zaledwie 400 lwów
Group IV – Karnawał – święto mięsożerców
Group V – Rojenia o braku bzyczenia

Exercise 7

Select one of the channels listed (in accordance with your interests) and watch any video. Consider if this is an effective way to transfer knowledge. Note down the advantages. Pay attention to the style of presentation. How do they create the image of being a specialist? Are visuals (charts, tablestabletables, mapsmapmaps) used in the video? Look for other science‑related channes which may be of interest to you.

Examples of popular science channels on YouTube:

SciFun
Polimaty
Mówiąc Inaczej (In other words)
Historia bez cenzury (History uncensored)
Uwaga! Naukowy Bełkot (Warning! Science Babble)
Nauka. To lubię (I love science)

Exercise 8

Discuss whether game showsgame showgame shows actually enhance knowledge or just provide entertainment. What is the use of this kind of knowledge? How long can you remember individual facts?