Exploring Scientific Literacy Levels among Tertiary Biochemistry Science Majors: A Comprehensive Discourse

Abstract

This study investigated the scientific literacy of Biochemistry students along the five domains of the framework set by tertiary education. Specifically, it sought to determine the level of scientific literacy of the students in biochemistry along (a) Informed Decision-making, (b) Stewardship of Nature, (c) Effective Communication, (d) Innovative / Inventive Thinking, (e) Creative/ Critical Problem-Solving. The study employed a descriptive-developmental research design, believing that using descriptive-developmental research measures will yield helpful information about the outcomes. The additional collection of quantitative data will develop a more in-depth understanding of the quantitative data obtained (Cresswell, 2008). This study utilized an experimental design or pre-post-test design. Qualitative data were gathered from designed hands-on, structured inquiry activities and the students' journals. The descriptive method was used to reveal how practical the effect of the developed lessons is. The results showed that the general performance of tertiary students is at the “advanced” level in the entire learning competency in tertiary biochemistry. It was recommended that the use of other resources may be developed among schools. A more comprehensive audit of school resources may be done to address the scarcity in some areas like in unprivileged schools.

Keywords: Science Framework, Science concept, Scientific literacy in Biochemistry