In the evolving landscape of biology education, a crucial question arises: What is the fundamental obligation of a doctor, or indeed any scientist? Is it to achieve optimal outcomes for patients and society, or is it to uphold the uncompromising pursuit of truth? This dichotomy reflects a broader challenge faced by students in introductory biology courses at the University of Washington (UW), where educators, led by Assistant Professor Elli Theobald, strive to present a more intricate and nuanced view of biological sciences. Their approach emphasizes the multifaceted reality of biology, where scientific knowledge intersects complexly with ethical, social, and political aspects, rather than simply delivering rote facts or binary answers.
Theobald’s pedagogical framework for Bio 180: Introductory Biology is designed not only to convey foundational biological concepts but also to bridge these ideas with real-world societal issues. This method intends to cultivate deeper engagement among both biology majors and non-majors, equipping all students with skills relevant to their diverse futures. Importantly, it also aims to address retention challenges within the biology major by fostering a richer, more connected learning experience that resonates with students’ lives and concerns beyond the classroom.
Despite the recognized importance of such integration, a recent extensive analysis led by Theobald and her colleagues reveals a stark underrepresentation of real-world contexts in national biology education resources. By systematically examining nearly 3,000 science learning objectives and assessment items sourced from prominent repositories—including MCAT preparatory materials, Advanced Placement biology exams, and state-level science assessments—they uncovered that a mere seven percent inherently referenced societal implications. Within this small subset, a significant portion addressed ethical considerations and public health, underscoring a disproportionate focus on certain types of societal issues.
The depth of these societal integrations was often superficial. Approximately half of the questions with any societal mentions did so only in vague or implicit terms, lacking explicit connections that challenge students to critically evaluate how biology intersects with human values and social structures. For example, an advanced immunology curriculum guideline ambiguously references the societal impact of Emil Von Behring’s diphtheria antitoxin, leaving room for interpretation but not necessarily guiding students to confront real-world consequences. In contrast, a bioinformatics competency explicitly asks students to analyze the societal implications—both positive and negative—of genome sequencing technologies, directly linking scientific literacy to current biomedical and ethical debates.
The relative scarcity of these explicit societal connections is thought to stem in part from traditional conceptions of biology education. Many educators and institutions view the curriculum as scientific and technical, overlooking the broader social dimensions as extraneous or secondary. This compartmentalized view ignores the fact that modern biology is deeply embedded in societal contexts, influencing policymaking, healthcare, environmental justice, and public understanding. As Carly Busch, a UW postdoctoral fellow and lead author of the study, notes, this oversight undermines the holistic development of science students as citizens and future professionals.
Madison Meuler, a doctoral candidate contributing to the research, highlights another dimension: the misconception that social and ethical training should be deferred to advanced levels of study. However, introductory courses often serve as the final or sole exposure to science for many students, including those outside STEM fields. Integrating societal relevance at this stage empowers all learners to become scientifically informed citizens capable of navigating and contributing to debates where science and society intersect.
Linking biology to real-world issues may also have pedagogical benefits that extend beyond intellectual engagement. It holds promise for improving student retention in STEM majors by cultivating a sense of belonging and personal investment in the subject matter. When students perceive that scientific inquiry aligns with their values and aspirations—such as a desire to help others—they are more likely to persist through challenging coursework. This aligns with growing evidence in educational research that relevance and identity are key drivers of persistence in science education.
Theobald voices a poignant concern about the current state of science education: many talented students are dissuaded from pursuing scientific careers because they sense a disconnect between science and meaningful societal impact. This disconnect risks depriving the scientific community of diverse perspectives crucial for innovation and progress. Embedding societal considerations within biology curricula can counteract this trend by validating students’ broader motivations and fostering a more inclusive scientific identity.
While the study centers on published guidelines and assessments, Theobald and her team recognize that many instructors independently incorporate societal examples into their teaching. They acknowledge the dedication of educators who endeavor to contextualize biology within students’ lived experiences despite limited institutional support. There is an urgent call for expanding and systematizing resources that scaffold these connections, enabling instructors to weave societal themes seamlessly into course objectives and daily lessons.
Looking forward, Theobald’s research group is gathering course materials from undergraduate biology classes to gain a finer-grained understanding of how real-world connections manifest in practice and how they might be amplified. They aim to transform these insights into actionable resources and frameworks to bolster biology education nationwide. The ultimate goal is a paradigm shift where biology teaching fosters not only scientific literacy but also civic engagement and ethical awareness.
This vision aligns with contemporary aspirations in science education that promote cultural relevance and inclusivity. By framing scientific questions as personally and societally meaningful inquiries, educators can nurture curious, critical thinkers equipped to confront pressing global challenges. Whether addressing pandemics, environmental crises, or genetic technologies, biology education that integrates societal context will better prepare students to contribute thoughtfully and responsibly to our collective future.
This research, funded by the National Science Foundation, underscores a crucial yet underexplored dimension of biology education: the imperative to marry disciplinary knowledge with the societal implications it inherently carries. As the scientific community continues to grapple with its role in society, transforming educational curricula to better reflect this dynamic reality represents a vital step toward cultivating the scientists and citizens of tomorrow.
Subject of Research: Examination of national biology learning objectives and assessment questions to assess the inclusion of societal connections in biology education.
Article Title: National biology learning objectives and assessment questions often overlook science’s connection to society
News Publication Date: 2-Apr-2026
Web References:
- Article DOI: 10.1186/s43031-026-00159-x
- Emil Von Behring Nobel Prize article: Nobel Prize Medicine 1901
References:
Theobald, E., Busch, C., & Meuler, M. (2026). National biology learning objectives and assessment questions often overlook science’s connection to society. Disciplinary and Interdisciplinary Science Education Research. DOI: 10.1186/s43031-026-00159-x
Image Credits: Elli Theobald (University of Washington)
