Department of Biochemical Sciences, University of Surrey, Guildford, UK.
Department of Higher Education, University of Surrey, Guildford, UK.
FEBS Open Bio. 2020 Sep;10(9):1720-1736. doi: 10.1002/2211-5463.12938. Epub 2020 Aug 18.
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.
在制定有意义的课程时，机构必须关注毕业生所需的学科属性。学科素养在包括心理学和化学在内的多个领域都得到了成功应用，为核心能力的发展提供了结构——追求进步的教育。为此，我们试图制定一个全面的生物化学专业毕业生蓝图，详细了解在学科知识背景下发展技能的情况。生物化学素养框架（BCLF）旨在通过激发基于最佳教学实践的本科生物化学学位课程的个人之间的讨论，鼓励在生物化学领域及其他领域进行创新课程设计。在这里，我们研究了生物化学素养的概念，旨在回答以下问题：个人在生物化学科学背景下，必须做什么和知道什么才能接近和转化想法？BCLF 首先参考了相关专业学会发布的指南，包括英国皇家生物学会、生物化学学会、美国生物化学和分子生物学学会以及质量保证机构，然后再考虑相关的教学文献。我们提出，生物化学素养由七个关键技能组成：批判性思维、自我管理、沟通、信息素养、视觉素养、实践技能和内容知识。这些技能共同构成了一个动态的、高度互联和相互关联的元素养，支持使用基于证据的、稳健的学习技术。BCLF 旨在成为同事之间讨论的基础，同时为促进和进一步定义生物化学素养的实用和探索性未来研究奠定基础。
