Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil

• Mikeas Silva de Lima ^[1] ; Lilian Pozzer ^[2] ; Salete Linhares Queiroz ^[1]
  1. [1] Universidade de São Paulo

     Universidade de São Paulo

     Brasil

     
  2. [2] University of Manitoba

     University of Manitoba

     Canadá

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 2, 2023, págs. 722-731
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The mining industry in Brazil, despite contributing to economic growth, is one of the human activities that negatively impacts the environment. This situation can be contextualized in discussions of several curricular chemistry topics. One way in which science, technology, society, and environmental issues can be discussed in classes is through case studies. This article reports on three interrupted case studies, based on research articles, which were developed and implemented in a Scientific Communication Course offered to first-year undergraduate Chemistry students at the University of São Paulo, Brazil. During two sessions of this course, students, divided in groups, developed hypotheses, chose sampling points and equipment for instrumental analyses, and evaluated data provided in the case studies. Results from a Descending Hierarchical Classification Analysis of oral presentations, performed on IRAMUTEQ software, and from a quiz containing 11 true or false statements (response rate of 79%) provide evidence for the effectiveness of the case studies for conceptual understanding of different topics in chemistry, such as heavy metals, sediments, and principles of instrumental chemical analysis, and for the development of communication and oral presentation skills.