Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors

Autor/inn/en	Klein, Geoffrey C.; Carney, Jeffrey M.
Titel	Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors
Quelle	In: Journal of Chemical Education, 91 (2014) 10, S.1649-1654 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed400595j
Schlagwörter	Science Instruction; College Science; Undergraduate Study; Chemistry; Majors (Students); Teaching Methods; Science Process Skills; Critical Thinking; Communication Skills; Student Research; Scoring Rubrics; Student Surveys; Science Curriculum; Curriculum Development + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Kommunikationsstil; Studentenforschung; Scoring formulas; Auswertungsbogen; Schülerbefragung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Communication and critical thinking skills are integral to the undergraduate chemistry major. A bookend, two-course model has been implemented to supplement chemistry subfield knowledge with the development of these skills. The third-year course introduces the chemical literature and addresses these skills through the synthesis of a literature review and oral presentation by summarizing and evaluating articles in a self-selected chemical topic. In the fourth-year capstone course, communication and critical thinking are further enhanced by the production of a student-designed research proposal and the dissemination of experimental results of the proposed research through a final manuscript-style report and an oral presentation. A robust assessment plan for communication skills using faculty-designed rubrics and an end-of-semester student symposium are currently in place. Preliminary assessment of authentic student artifacts and student perception, through exit surveys and course evaluations, indicated substantial growth in these areas. The two courses provide the opportunity for chemistry majors to attain the skills necessary to function as scientists whether they plan to attend graduate school, professional school, or enter industry. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10