Abstract

• The teaching of biochemistry is conventionally conducted in the form of lectures or laboratory classes. Students’ learning is usually context-specific as the course contents are modularized into specific theories or experimental techniques. Prescribed learning activities engaging students in community service are less common in traditional biochemistry curricula. Furthermore, there is also a lack of opportunities for students to engage in solving real-life problems with their learned biochemical knowledge and skills. As a result, regular didactical approach is not conducive to the cultivation of dynamic learning environment which facilitates the acquisition of higher-order thinking abilities and critical thinking skills via community engagement.

• Since 1960s, service-learning pedagogy has been widely adopted in different levels of education to enhance students’ learning, engagement and retention. Although service learning is a popular pedagogy in social science disciplines, its use is rather limited in life sciences. Many do not even require reciprocity between the participating students and those being served.*

• In light of our students’ learning needs, this project aims to (i) develop a service-learning programme dedicated for biochemistry education; (ii) help students acquire problemsolving skills and generic skills in a real-life setting; and (iii) and to promote deep learning by building a reflective and reciprocal relationship with students in local secondary schools.

*Santas, Amy J. (2009) Reciprocity within Biochemistry and Biology Service-Learning, Biochemistry and Molecular Biology Education, 37(n3):143-151.