Food‐Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

Abstract

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food‐Based Curriculum

“…For this study, we utilized data from 3 researcher‐developed content‐specific exams . FMI and its evaluation has been described elsewhere …”

“…Science knowledge was measured using a 13 items with questions from 4 of the 8 categories of content standards: Life Science (5‐items), Science in Personal & Social Perspectives (2‐items), Physical Science and Science and Technology (3‐items, each) . Mathematics knowledge was measured using 20‐items with questions categorized into 4 domains: Operations and Algebraic Thinking (7‐items), Number and Operations in Base Ten (2‐items), Number and Operations with Fractions (3‐items), and Measurement and Data (8‐items) . Additional details regarding the development of each exam have been previously described including assessment of the tool's content validity, item difficulty and discrimination indexes, and reliability …”

“…A significant improvement in science, mathematics, and nutrition knowledge was seen in the intervention group. Knowledge gains were also significantly higher in all 3 content areas when compared to a well‐matched comparison group . Currently, the literature lacks an exploration of the associations among nutrition, science, and mathematics knowledge.…”

“…Currently, the literature lacks an exploration of the associations among nutrition, science, and mathematics knowledge. This study presents a secondary multiple regression analysis of nutrition, science, and mathematics knowledge scores collected from fourth‐grade classrooms using the FMI curriculum . The regression was used to analyze potential associate overlap among scores and not to establish a definitive causal model.…”

Best strategies to improve school-leavers′ knowledge of nutrition and food systems: Views from experts in Iran

“…For example, some researchers have suggested integrating nutrition information with other cases such as science during schooling,[1215] and others have recommended increasing nutrition messages within primary school textbooks. [11] However, there is a lack of research addressing the broader structural barriers to the implementation of nutrition and food system education in schools.…”