Biodiesel and Integrated STEM: Vertical Alignment of High School Biology/Biochemistry and Chemistry
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| Title: | Biodiesel and Integrated STEM: Vertical Alignment of High School Biology/Biochemistry and Chemistry |
|---|---|
| Language: | English |
| Authors: | Burrows, Andrea C., Breiner, Jonathan M., Keiner, Jennifer |
| Source: | Journal of Chemical Education. Sep 2014 91(9):1379-1389. |
| Availability: | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2014 |
| Sponsoring Agency: | National Science Foundation |
| Contract Number: | EEC 0808696 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Secondary School Science, High Schools, Biology, Chemistry, Biochemistry, Fuels, STEM Education, Science and Society, Action Research, Secondary School Teachers, Science Process Skills, Lesson Plans, Student Attitudes, Pretests Posttests, Science Instruction |
| DOI: | 10.1021/ed500029t |
| ISSN: | 0021-9584 |
| Abstract: | This article explores the vertical alignment of two high school classes, biology and chemistry, around the core concept of biodiesel fuel production. High school teachers and university faculty members investigated biodiesel as it relates to societal impact through a National Science Foundation Research Experience for Teachers. Using an action research approach, two high school teachers created and implemented biodiesel lessons in both biology (biochemistry algae focus) and chemistry (transesterification focus). This article describes the extent to which this integrated STEM biodiesel lesson, which is vertically aligned in one high school, affected the students' skills and attitudes in relation to STEM subjects. The lesson plans used and the student outcomes based on the biodiesel activities are provided on the basis of a year's implementation. Overall, student skill sets and attitudes improved based on pre-posttest data and classroom indicators, such as student questions. One implication of this work includes a stronger integrated STEM vertical curriculum that could be implemented in any biology and chemistry program, especially in advanced placement (AP) classes such as AP chemistry, to encourage and engage students in discovery, inquiry-based learning, problem-based learning, engineering design, and creating experiments that have a real-world applicability such as those with socio-scientific issues. The notion that science disciplines are an interconnected web of concepts is highlighted. |
| Abstractor: | ERIC |
| Number of References: | 51 |
| Entry Date: | 2014 |
| Accession Number: | EJ1040206 |
| Database: | ERIC |
| Abstract: | This article explores the vertical alignment of two high school classes, biology and chemistry, around the core concept of biodiesel fuel production. High school teachers and university faculty members investigated biodiesel as it relates to societal impact through a National Science Foundation Research Experience for Teachers. Using an action research approach, two high school teachers created and implemented biodiesel lessons in both biology (biochemistry algae focus) and chemistry (transesterification focus). This article describes the extent to which this integrated STEM biodiesel lesson, which is vertically aligned in one high school, affected the students' skills and attitudes in relation to STEM subjects. The lesson plans used and the student outcomes based on the biodiesel activities are provided on the basis of a year's implementation. Overall, student skill sets and attitudes improved based on pre-posttest data and classroom indicators, such as student questions. One implication of this work includes a stronger integrated STEM vertical curriculum that could be implemented in any biology and chemistry program, especially in advanced placement (AP) classes such as AP chemistry, to encourage and engage students in discovery, inquiry-based learning, problem-based learning, engineering design, and creating experiments that have a real-world applicability such as those with socio-scientific issues. The notion that science disciplines are an interconnected web of concepts is highlighted. |
|---|---|
| ISSN: | 0021-9584 |
| DOI: | 10.1021/ed500029t |
