Abstract

PERON, Keila Angélica; SOTERIO, Carolina  and  QUEIROZ, Salete Linhares. Combining primary chemistry literature and peer-review into a science communication course. Educ. quím [online]. 2021, vol.32, n.1, pp.74-84.  Epub Aug 13, 2021. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.1.76119.

In a semester science communication course that met for 2 hours once a week at the University of São Paulo, undergraduate chemistry students produced argumentative texts about biodiesel by using primary scientific literature. An integral component of the course was peer-review, whereby students received feedback on their drafts from a peer before submitting them to the professor. To encourage students to provide useful review comments, a rubric was used. A questionnaire was distributed to assess students’ opinions about the process. It asked students to answer fifteen statements using a 5-point Likert scale (1 = strongly agree to 5 = strongly disagree). There was a space for written comments after each statement. The results of the questionnaire indicated that students perceived an increase in their argument, critical-thinking and communication skills, and on the acquisition of knowledge about biodiesel.

Keywords : Peer-review; higher education; primary literature; chemistry.

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