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Evaluating the Effectiveness of Integrating Food Science Lessons in High School Biology Curriculum in Comparison to High School Chemistry Curriculum.

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Title: Evaluating the Effectiveness of Integrating Food Science Lessons in High School Biology Curriculum in Comparison to High School Chemistry Curriculum.
Authors: Stringer, Elizabeth I.1, Hendrix, Jasmine D.1, Swortzel, Kirk A.2, Williams, J. Byron1, Schilling, M. Wes1 schilling@foodscience.msstate.edu
Source: Journal of Food Science Education. Jan2019, Vol. 18 Issue 1, p21-28. 8p.
Subject Terms: *Curriculum, *Chemistry education, *High schools, Food science, Food chemistry
Abstract: Historically, high school chemistry has been the predominate venue for the introduction of food science curriculum to students. With the current decline in chemistry as a required course for graduation, the possibility of exposure to food science in high school could equally decline. The purpose of this research was to determine if high school students in a biology class without a chemistry background could comprehend eight basic food science principles equally as well as students in a chemistry class that were taught the same principles. This study assessed baseline knowledge of high school students, determined the effect of food science‐based lessons on baseline knowledge and level of understanding, and determined the effect of food science‐based lessons on students' awareness of and interest in food science. Baseline knowledge and awareness of food science was low. Food science‐based instruction resulted in higher posttest scores. Results indicated no differences in students' knowledge base and level of understanding between biology and chemistry classes and supported the idea of further incorporating a food science curriculum into high school biology. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Food Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Food+science%22">Food science</searchLink><br /><searchLink fieldCode="DE" term="%22Food+chemistry%22">Food chemistry</searchLink>
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  Data: Historically, high school chemistry has been the predominate venue for the introduction of food science curriculum to students. With the current decline in chemistry as a required course for graduation, the possibility of exposure to food science in high school could equally decline. The purpose of this research was to determine if high school students in a biology class without a chemistry background could comprehend eight basic food science principles equally as well as students in a chemistry class that were taught the same principles. This study assessed baseline knowledge of high school students, determined the effect of food science‐based lessons on baseline knowledge and level of understanding, and determined the effect of food science‐based lessons on students' awareness of and interest in food science. Baseline knowledge and awareness of food science was low. Food science‐based instruction resulted in higher posttest scores. Results indicated no differences in students' knowledge base and level of understanding between biology and chemistry classes and supported the idea of further incorporating a food science curriculum into high school biology. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Food Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1541-4329.12153
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        Text: English
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      – SubjectFull: High schools
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              Text: Jan2019
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