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

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.