Integrating the Liberal Arts and Chemistry: A Series of General Chemistry Assignments To Develop Science Literacy

Abstract

This paper describes assignments that have been implemented in a General Chemistry I course to promote science literacy. This course was chosen in particular because it reaches a broad audience, which includes nonscience majors. The assignment series begins with several discussions and tasks to develop information literacy, in which students find and critique sources of information and evaluate a journal article. It then culminates in an assignment that asks students to critically review a variety of information on a current issue and compose a written supported argument. This set of assignments gives our course a broader, liberal arts context, and according to student feedback, it has been successful in fostering science literacy. Adaptation for use in upper-level courses is also discussed.

Imparting Scientific Literacy through an Online Materials Chemistry General Education Course

“…Course topics targeted the achievement of scientific literacy − , through a materials chemistry lens. We have provided a detailed list of course topics in the Supporting Information (Table S1).…”

“…While understanding scientific principles has historically been viewed as the essential learning outcome for science courses, applying that knowledge in the context of real-world scenarios is becoming increasingly common. − Given the challenges of our current social, health, and environmental climates, it is vital to be able to interact with various scientific perspectives to acquire more knowledge and develop well-informed solutions. As we strive to be both culturally and globally competent citizens, it is necessary that we understand multiple viewpoints, engage in conversations, and critically examine scientific media and literature that we are exposed to on a regular basis .…”

Literature Review: The Role of E-Modules in Improving Vocational Students’ Scientific Literacy Skills

“…The term of scientific literacy was first used by Paul de Hart from Stanford University which means understanding science and applying it to the needs of society (Pantiwati & Husamah., 2015), but it has undergone changes in meaning throughout history which basically migrated from the ability to memorize the scientific literacy concept and laws to become more comprehensive skills by involving various aspects of knowledge, investigation, way of thinking, and the interaction of science, technology, environment, and society (Rusilowati et al, 2016;Valladares, 2021). Scientific literacy is defined as the skills that students have in thinking and processing information as well as analyzing and evaluating using a scientific mindset, so they can make decisions based on their knowledge and experience (Crowell & Schunn, 2016;Miller & Czegan, 2016;Wright et al, 2016).…”

Action Research: Integrating Chemistry and Scientific Communication To Foster Cumulative Knowledge Building and Scientific Communication Skills

“…This journal in particular has published several examples of such initiatives that were specifically applied within the chemistry discipline. Some of these include the following: the development and incorporation of a series of assignments into a general first-year course, with the object of enhancing science literacy; the development of a two-course model to introduce third- and fourth-year students to chemistry literature and develop their communication and critical thinking skills; the introduction of a program into the second year, to promote cooperative learning, communication and presentation skills, as well as information resourcing and analysis; a course developed and taught by a team consisting of the university’s chemistry librarian and a chemistry lecturer, addressing chemistry information literacy, written and oral communication skills, professional ethics, and career preparation; the development of assignments regarding the use of the Wikipedia resource, to teach students how to critically evaluate the chemistry content, as well as contribute to it. , …”