Oral communication is key for the development of scientific knowledge. However, there are still deficiencies in the way this competency is worked in undergraduate science courses. This study focuses in the analysis of the influence of the Guided Inquiry methodology–implemented in the lab sessions of a General Chemistry Course for engineering students – in the development of the oral communicative competence considering a free-tuition variable (socio-economic profile). To reach this objective, the scores obtained from a rubric aimed at evaluating the oral communicative competence and its progression was analyzed throughout the course. The free-tuition students evidence the greatest progression, even out-scoring their classmates in the last lab session. The Guided Inquiry has a positive influence in the development of the competency, although it is necessary to check the course design to ensure that every student develops it, independently of their enrollment conditions.
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