For many non-science majors, a single introductory science course, often biology, will be their only academic opportunity to grapple with what science is and what scientists do. Yet many of these students will go on to be future policy makers or K-12 teachers, and all will make almost daily decisions about their health and environment that have strong biological bases. Thus, introductory science courses play a critical role in developing scientific literacy, as defined by the National Research Council (1996):

 

No matter what the institution, however, undergraduates should acquire substantive knowledge in science, mathematics, engineering, and technology. They should understand the basic principles used to explain natural phenomena, and they should be able to connect science, mathematics, engineering, and technology to real-world problems and issues, including personal and social needs. They should understand the processes by which scientists, mathematicians, and engineers investigate and solve problems. They should be exposed to information that is broad and current and they should acquire the ability to remain life-long learners about these subjects (p. 15). Science for all students needs to convey this message with immediate opportunities to apply new knowledge to real-life situations for lasting understanding.