Integrating scientific literacy skills into a biochemistry course for nonscience majors.

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.