Historically, high school chemistry has been the predominate venue for introducing food science curriculum to students. 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 post-test scores. Results indicated no differences between biology and chemistry and supported the idea of further incorporating a food science curriculum into high school biology.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-2961 |
| Date | 12 August 2016 |
| Creators | Ivey, Lauren Elizabeth |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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