Integrating Scientific Literacy Skills into a Biochemistry Course for Nonscience Majors

Autor/in	Taylor, Ann T. S.
Titel	Integrating Scientific Literacy Skills into a Biochemistry Course for Nonscience Majors
Quelle	In: Biochemistry and Molecular Biology Education, 48 (2020) 1, S.54-60 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Ann T. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21313
Schlagwörter	Scientific Literacy; Biochemistry; Science Instruction; Nonmajors; College Students; Critical Thinking; Thinking Skills; Skill Development; Liberal Arts; Course Descriptions; Teaching Methods; Homework; Citizen Participation; Class Activities; Course Content; Scientists; Decision Making; Scientific Research + Suchen Sie Ihr Suchwort? Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kursprogramm; Scientist; Wissenschaftler; Decision-making; Entscheidungsfindung
Abstract	One of the goals for requiring all college students to take science courses is to develop critical thinking about scientific issues they will encounter as citizens, consumers, and patients. This article integrates skill development activities targeting civic scientific literacy skills in a nonscience majors (liberal arts) biochemistry course, but similar principles could be integrated into nursing and major levels biochemistry courses. Strategies include teaching information acquisition, source analysis argument analysis, and civic engagement. These can be integrated into classroom activities, homework assignments, and outside of class projects. The impact of these activities was assessed through performance on the activities, open ended exam questions, and an end of course survey. Students gained both biochemical content and skills in evaluating claims with evidence, and reported the course helped them better understand what scientists do and how to make decisions based upon scientific evidence without detracting from the typical content learning goals of the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01