Cathelijne M Reincke
Biographic Data
| ID | 9634272 |
|---|---|
| NAME | Cathelijne M Reincke |
| GIVEN NAMES | Cathelijne M |
| FAMILY NAME | Reincke |
| SIGNATURE | REINCKE C M |
| AFFILIATIONS | Center of Education and Training, University Medical Center Utrecht, 3584 CS Utrecht, The Netherlands |
| ORCID | 0000-0001-9949-2858 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering Critical Thinking Through Interdisciplinary and Transdisciplinary Education—A Boundary-Crossing Approach in Biomedical Science Education
Critical thinking (CT) is essential for navigating the complex socio-scientific issues in contemporary biomedicine. These issues cross disciplinary boundaries and involve multiple societal stakeholders. Interdisciplinary and transdisciplinary (ITD) education therefore provides a valuable context for developing CT by confronting students with diverse forms of knowledge and prompting reflection on their disciplinary assumptions. In this study, boun…
The Hidden Lessons of Scientific Writing
Scientific writing and reading scientific literature are important ways for university students to learn about science. However, common scientific writing practices may shape students’ understanding of the nature of science (NOS) in unintended ways. In this study, we investigated epistemological notions underlying scientific writing practices of biomedical bachelor’s students. We examined bachelor’s theses, as exemplars of how students apply what…
Understanding epistemological notions underlying scientific language use
Helping university students develop productive views of what characterizes good scientific research and scientific knowledge is an important objective of science education. However, many studies show that students’ views of the nature of science (NOS) do not become more informed or even become less informed after learning activities that engage students in scientific practice. This could mean that the way we teach students to conduct scientific r…
How to fulfill the expert role in public dialogue
Over the last decades science communication theory appears to have evolved at a much faster pace than science communication practice. Scientists seem willing to step into the public domain, but a genuine two-way interaction with the public is only rarely observed. We argue that part of this discrepancy between theory and practice may actually be caused by the lacking of a clear description of the modern expert role; the role a scientist should ta…
No prominent works on this page.
How to fulfill the expert role in public dialogue
Over the last decades science communication theory appears to have evolved at a much faster pace than science communication practice. Scientists seem willing to step into the public domain, but a genuine two-way interaction with the public is only rarely observed. We argue that part of this discrepancy between theory and practice may actually be caused by the lacking of a clear description of the modern expert role; the role a scientist should ta…
Understanding epistemological notions underlying scientific language use
Helping university students develop productive views of what characterizes good scientific research and scientific knowledge is an important objective of science education. However, many studies show that students’ views of the nature of science (NOS) do not become more informed or even become less informed after learning activities that engage students in scientific practice. This could mean that the way we teach students to conduct scientific r…
Fostering Critical Thinking Through Interdisciplinary and Transdisciplinary Education—A Boundary-Crossing Approach in Biomedical Science Education
Critical thinking (CT) is essential for navigating the complex socio-scientific issues in contemporary biomedicine. These issues cross disciplinary boundaries and involve multiple societal stakeholders. Interdisciplinary and transdisciplinary (ITD) education therefore provides a valuable context for developing CT by confronting students with diverse forms of knowledge and prompting reflection on their disciplinary assumptions. In this study, boun…
The Hidden Lessons of Scientific Writing
Scientific writing and reading scientific literature are important ways for university students to learn about science. However, common scientific writing practices may shape students’ understanding of the nature of science (NOS) in unintended ways. In this study, we investigated epistemological notions underlying scientific writing practices of biomedical bachelor’s students. We examined bachelor’s theses, as exemplars of how students apply what…
Science education (3 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Engineering (2 works) · Epistemology (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Artificial Intelligence (1 work) · Climate Change Communication and Perception (1 work)