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<p>Creating meaningful connections between chemistry and health is a desired goal when teaching chemistry to health science students. However, current literature offers&#xa0;limited insights on the application of chemistry concepts to health contexts. Aside from achieving content mastery in chemistry, it is desired that health science students develop <i>chemistry-based health literacy</i>, which is the ability to apply relevant chemistry concepts in supporting health decisions&#xa0;related to nutrition, diagnostics, natural products and medicine use. In this study, mereology-based instruction&#xa0;(MbI) and conventional instruction&#xa0;(CI) were compared based on their effects on&#xa0;health science students'&#xa0;<i>chemistry-based health literacy.</i> Mereology-based instruction focused on the evaluation of false, reductionist <i>part-whole</i> relationships in selected biochemistry topics while the conventional instruction placed emphasis on&#xa0;<i>structure–property</i> and <i>structure–function</i> relationships. The interventions were implemented for 12 weeks to 13&#xa0;randomly assigned intact classes of second-year health science students who were enrolled in a biochemistry course. After performing the stacking procedure in Rasch analysis, it was revealed that&#xa0;the mean posttest <i>chemistry-based health literacy</i> logit of students in the MbI group was significantly higher compared to the CI group. Various types of explanations were also elicited in both groups. Our findings provide evidence that an instruction that involves the evaluation of false, reductionistic <i>part-whole</i> relationships in biochemistry can&#xa0;enhance students’ application of&#xa0;epistemic vigilance and&#xa0;increase&#xa0;their <i>chemistry-based health literacy</i>.</p>

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Evaluation of False, Reductionist Part-Whole Relationships in Biochemistry and Its Effect on Health Science Students’ Chemistry-Based Health Literacy

  • 期刊论文

  • 发表日期：

    2025年4月22日

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  • Jonathan M. Barcelo,
  • Nona Marlene B. Ferido

摘要

Creating meaningful connections between chemistry and health is a desired goal when teaching chemistry to health science students. However, current literature offers limited insights on the application of chemistry concepts to health contexts. Aside from achieving content mastery in chemistry, it is desired that health science students develop chemistry-based health literacy, which is the ability to apply relevant chemistry concepts in supporting health decisions related to nutrition, diagnostics, natural products and medicine use. In this study, mereology-based instruction (MbI) and conventional instruction (CI) were compared based on their effects on health science students' chemistry-based health literacy. Mereology-based instruction focused on the evaluation of false, reductionist part-whole relationships in selected biochemistry topics while the conventional instruction placed emphasis on structure–property and structure–function relationships. The interventions were implemented for 12 weeks to 13 randomly assigned intact classes of second-year health science students who were enrolled in a biochemistry course. After performing the stacking procedure in Rasch analysis, it was revealed that the mean posttest chemistry-based health literacy logit of students in the MbI group was significantly higher compared to the CI group. Various types of explanations were also elicited in both groups. Our findings provide evidence that an instruction that involves the evaluation of false, reductionistic part-whole relationships in biochemistry can enhance students’ application of epistemic vigilance and increase their chemistry-based health literacy.