This study aimed to promote scientific literacy among sports majors who were not interested in learning about science via a course called Addressing Macroscopic Issues in Biochemistry and Sports (AMIBAS). The participants were 54 students majoring in sports at an Indonesian university. Using a 1 group pre-post study design, students were required to participate in 2 consecutive biochemistry courses-conventional course and the AMIBAS course. The first part involved conventional teaching prior to administering a pretest, and AMIBAS was conducted in the second part, after the pretest. The 2 parts were conducted during two 7-week periods for 4 h a week. Data analysis results showed that the scientific literacy levels of 56% of the students rose from a nominal-functional level (pretest) to a conceptual-multidimensional level (posttest). Students' attitudes toward biochemistry also became more positive. The students were able to macroscopically explain biochemistry-related issues. However, they were unable to describe issues microscopically, due to a lack of preexisting biochemistry knowledge, mental habits oriented toward macroscopic thinking, and inadequate science communication. Sharing, feedback, and discussion can scaffold students' learning and help them to explain biochemistry and sports-related issues in more scientific terms, change their habits of mind, and become more scientifically literate.