Using the ““DNA Story”” to Inculcate a Scientific Thought Process in the Classroom

Abstract

Episodic history of major scientific events can be an effective tool for sharing the excitement and eureka moments of scientific revolutions, especially in classrooms with both science and nonscience majors. By introducing the principal characters and the timeline involved in a scientific discovery, teachers can inculcate a scientific thought process in the students. This may in turn lead to a classroom environment in which students can develop analytical skills that are required to understand the basic concepts and the underlying characteristics of a scientific theory, instead of blindly accepting textbook facts.