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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
FullText Text:
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  Data: Biodiesel and Integrated STEM: Vertical Alignment of High School Biology/Biochemistry and Chemistry
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  Data: 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
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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        Value: 10.1021/ed500029t
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      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: High Schools
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      – SubjectFull: Biology
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      – SubjectFull: Chemistry
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      – SubjectFull: Biochemistry
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      – SubjectFull: STEM Education
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      – SubjectFull: Action Research
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      – SubjectFull: Science Instruction
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      – TitleFull: Biodiesel and Integrated STEM: Vertical Alignment of High School Biology/Biochemistry and Chemistry
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