The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education
When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies‐pursuing progress...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wiley
2020-09-01
|
| Series: | FEBS Open Bio |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/2211-5463.12938 |
| _version_ | 1797821931280400384 |
|---|---|
| author | Danielle L. Evans Sarah G. Bailey Alfred E. Thumser Sarah L. Trinder Naomi E. Winstone Ian G. Bailey |
| author_facet | Danielle L. Evans Sarah G. Bailey Alfred E. Thumser Sarah L. Trinder Naomi E. Winstone Ian G. Bailey |
| author_sort | Danielle L. Evans |
| collection | DOAJ |
| description | When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies‐pursuing progressive education. To this end, we have sought to develop a comprehensive blueprint of a graduate biochemist, providing detailed insight into the development of skills in the context of disciplinary knowledge. The Biochemical Literacy Framework (BCLF) aspires to encourage innovative course design in both the biochemical field and beyond through stimulating discussion among individuals developing undergraduate biochemistry degree courses based on pedagogical best practice. Here, we examine the concept of biochemical literacy aiming to start answering the question: What must individuals do and know to approach and transform ideas in the context of the biochemical sciences? The BCLF began with the guidance published by relevant learned societies – including the Royal Society of Biology, the Biochemical Society, the American Society for Biochemistry and Molecular Biology and the Quality Assurance Agency, before considering relevant pedagogical literature. We propose that biochemical literacy is comprised of seven key skills: critical thinking, self‐management, communication, information literacy, visual literacy, practical skills and content knowledge. Together, these form a dynamic, highly interconnected and interrelated meta‐literacy supporting the use of evidence‐based, robust learning techniques. The BCLF is intended to form the foundation for discussion between colleagues, in addition to forming the groundwork for both pragmatic and exploratory future studies into facilitating and further defining biochemical literacy. |
| first_indexed | 2024-03-13T09:59:58Z |
| format | Article |
| id | doaj.art-9e7554c24bdf4967ade5ec1dbaddd13d |
| institution | Directory Open Access Journal |
| issn | 2211-5463 |
| language | English |
| last_indexed | 2024-03-13T09:59:58Z |
| publishDate | 2020-09-01 |
| publisher | Wiley |
| record_format | Article |
| series | FEBS Open Bio |
| spelling | doaj.art-9e7554c24bdf4967ade5ec1dbaddd13d2023-05-23T06:46:11ZengWileyFEBS Open Bio2211-54632020-09-011091720173610.1002/2211-5463.12938The Biochemical Literacy Framework: Inviting pedagogical innovation in higher educationDanielle L. Evans0Sarah G. Bailey1Alfred E. Thumser2Sarah L. Trinder3Naomi E. Winstone4Ian G. Bailey5Department of Biochemical Sciences University of Surrey Guildford UKDepartment of Biochemical Sciences University of Surrey Guildford UKDepartment of Biochemical Sciences University of Surrey Guildford UKDepartment of Biochemical Sciences University of Surrey Guildford UKDepartment of Higher Education University of Surrey Guildford UKDepartment of Biochemical Sciences University of Surrey Guildford UKWhen developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies‐pursuing progressive education. To this end, we have sought to develop a comprehensive blueprint of a graduate biochemist, providing detailed insight into the development of skills in the context of disciplinary knowledge. The Biochemical Literacy Framework (BCLF) aspires to encourage innovative course design in both the biochemical field and beyond through stimulating discussion among individuals developing undergraduate biochemistry degree courses based on pedagogical best practice. Here, we examine the concept of biochemical literacy aiming to start answering the question: What must individuals do and know to approach and transform ideas in the context of the biochemical sciences? The BCLF began with the guidance published by relevant learned societies – including the Royal Society of Biology, the Biochemical Society, the American Society for Biochemistry and Molecular Biology and the Quality Assurance Agency, before considering relevant pedagogical literature. We propose that biochemical literacy is comprised of seven key skills: critical thinking, self‐management, communication, information literacy, visual literacy, practical skills and content knowledge. Together, these form a dynamic, highly interconnected and interrelated meta‐literacy supporting the use of evidence‐based, robust learning techniques. The BCLF is intended to form the foundation for discussion between colleagues, in addition to forming the groundwork for both pragmatic and exploratory future studies into facilitating and further defining biochemical literacy.https://doi.org/10.1002/2211-5463.12938biochemistrycurriculum designhigher educationpedagogyscientific literacy |
| spellingShingle | Danielle L. Evans Sarah G. Bailey Alfred E. Thumser Sarah L. Trinder Naomi E. Winstone Ian G. Bailey The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education FEBS Open Bio biochemistry curriculum design higher education pedagogy scientific literacy |
| title | The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education |
| title_full | The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education |
| title_fullStr | The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education |
| title_full_unstemmed | The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education |
| title_short | The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education |
| title_sort | biochemical literacy framework inviting pedagogical innovation in higher education |
| topic | biochemistry curriculum design higher education pedagogy scientific literacy |
| url | https://doi.org/10.1002/2211-5463.12938 |
| work_keys_str_mv | AT daniellelevans thebiochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT sarahgbailey thebiochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT alfredethumser thebiochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT sarahltrinder thebiochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT naomiewinstone thebiochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT iangbailey thebiochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT daniellelevans biochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT sarahgbailey biochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT alfredethumser biochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT sarahltrinder biochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT naomiewinstone biochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation AT iangbailey biochemicalliteracyframeworkinvitingpedagogicalinnovationinhighereducation |