Our successful didactic process encourages critical and deep thinking within the isolated steps of the scientific method. During this time, we have experimented, refined, and reflected on practices that have and have not been effective. (172) Over the past 18 years, we have expanded on this work and developed a unique protocol to enhance the communication skills of undergraduates. The application and explicit steps of the scientific method, (19,144,162−171) either to understand real world scenarios easily (144) or to digest more esoteric scientific topics, (134,145) have been reported as an excellent method for teaching the skill of problem solving. Over the past decade, we have witnessed both qualitative and quantitative gains in the students’ confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as “phases”, to allow for focused and deep thinking on the essential components of the scientific method. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. The underlying issue is deeper than basic technical skills rather, it is a problem of students’ unawareness of a fundamental and strategic framework for writing and speaking with a purpose.
However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking.
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