ORAL PRESENTATION IN UNDERGRADUATE CHEMISTRY TEACHING

Oral presentation (OP) integrates social practices from the academic community, whereby knowledge about the subjects under study can be disseminated and discussed. On the other hand, systematic work is not verified for learning this genre in undergraduate chemistry teaching. In this perspective, this article aims to report on a classroom activity used in a scientific communication course in order to improve the skills needed for chemistry students to develop OP. The students were asked to prepare an OP by reading original research articles published in the Química Nova journal on the subject of biodiesel. The OPs were analyzed according to the Teachable Dimensions of the Oral Presentation Genre so as to indicate both the actions that make the production of this genre feasible and those that hinder it. The results suggest the relevance of commitment to OP teaching and learning in chemistry courses, which is a complex activity, but fundamental for undergraduate education.

口头报告（Oral Presentation, OP）整合了学术共同体的社交实践范式，可用于传播并研讨研究主题相关的知识。然而，在本科化学教学领域，针对该体裁的系统性学习实践尚未得到有效验证。基于此研究视角，本文旨在报告一门科学传播课程中所采用的课堂活动，以提升化学专业本科生开展口头报告所需的核心技能。学生需通过阅读《Química Nova》期刊刊载的生物柴油主题原创研究论文，完成口头报告的筹备工作。本研究依据口头报告体裁可教学维度（Teachable Dimensions of the Oral Presentation Genre）对学生提交的口头报告进行分析，以此明确支撑该体裁创作的有效举措与阻碍其推进的制约因素。研究结果表明，在化学课程中重视口头报告的教与学具有重要价值——尽管这是一项复杂的教学活动，却是本科理科教育不可或缺的核心环节。