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Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge
Jana A Hovland1, Virginia G Carraway-Stage2, Artenida Cela3
1Assistant Professor of Dietetics, Marshall University, One John Marshall Drive, Huntington, WV 25755, 304-696-2507.
Journal of Food Science
|August 26, 2014
Summary
The FoodMASTER curriculum, using food-based activities, significantly improved 4th graders' science knowledge compared to standard science lessons. This hands-on approach enhances learning in food science and nutrition education.
Area of Science:
- Education
- Food Science
- Curriculum Development
Background:
- Growing demand for food and nutrition education in schools.
- Potential of hands-on, food-based activities to enhance science concept understanding.
- Introduction of the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative.
Purpose of the Study:
- Assess 4th graders' food-related multidisciplinary science knowledge.
- Compare knowledge gains after implementing an integrated, food-based curriculum versus a standard curriculum.
Main Methods:
- Implementation of the FoodMASTER curriculum in 18 classrooms (Ohio and North Carolina).
- Comparison with 16 control classrooms using standard science curricula.
- Administration of a 13-question, researcher-developed science knowledge exam (pre- and post-test).
Main Results:
- No significant pre-test differences between intervention and control groups.
- Intervention group scored significantly higher (9.95±2.00) than the control group (8.84±2.37) at post-test (p=.000).
- The FoodMASTER curriculum demonstrated greater effectiveness in increasing food-related science knowledge.
Conclusions:
- The integrated, food-based FoodMASTER curriculum is more effective than standard science curricula.
- Hands-on, food-based learning enhances students' multidisciplinary science knowledge.
- Supports the integration of food and nutrition education into science curricula.
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