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Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics that will affect their lives, including food, environment, energy, and health. This research seeks to improve on nonmajors’ understanding of biology and how it relates to their personal lives. This study was conducted in a biology course for nonmajors at a large urban university in the mid-South. Students were asked to provide written responses and thoughts on a curated set of popular science articles. Student participants provided a total of three article reviews and two reflection papers over the course of 1 semester. These data were qualitatively coded and assessed for recurring themes both on an individual student level as well as across student cases. Our findings suggest that the students who were able to establish personal connections to biology through reading and reflection were more likely to form an interest and understanding of biology as a whole over the course of the semester .

Nonmajor Students’ Use of Reflection to Enhance Biology Understanding and Relevance