Improving Students’ Oral Scientific Communication Skills through Targeted Instruction in Organic Chemistry Lab
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[1] University of Cincinnati
University of Cincinnati
City of Cincinnati, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 10, 2020, págs. 3603-3608
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
A two-year targeted intervention designed to improve students’ oral communication skills in an organic chemistry laboratory course is described. The study compares the oral communication skills of groups who received interventions versus those who did not. The collaborative effort involving chemistry and English faculty and an instruction librarian assessed student performance on several measures of oral communication competency. Participants blindly placed themselves in either treatment or control groups. Both groups received identical basic instruction on poster layout and design. The treatment group received additional instruction on multiple aspects of oral communication and presentation skills. A comparison of the outcomes of the two groups found that those receiving the additional targeted interventions performed better on measures such as the ability to describe clearly the research project and fluency with scientific terminology.
