Using Food to Boost Math and Science Skills
There is a clear need for improved math and science education, according to the National Institutes of Health, National Science Foundation, and National Science Board.
As educators, we are aware that boosting academic performance in these areas is a complex issue. The Food, Math and Science Teaching Enhancement Resource (FoodMASTER) Initiative was developed in response to this need.
The FoodMASTER Initiative is a compilation of programs aimed at using food as a tool to teach science and math concepts. The initiative strives to enhance K-12 and higher education curricula by establishing collaborative efforts with university faculty and K-12 teachers.
If students are engaged in hands-on, inquiry-based learning activities with food, they will be better prepared to demonstrate and apply math and science knowledge and understand both basic and clinical science, which will support a healthy lifestyle.
Although numerous concerns drove the implementation of this food- based math and science program, several factors led to the strategies initiated under the proposed plan. First, teachers often feel uncomfortable teaching science because of a lack of resources to support implementation of curricula and second, many K-12 students in the Appalachian region of the U. S. face barriers to attaining adequate academic performance because of poverty, which can stem from poor health.
The FoodMASTER approach addresses these issues by directly focusing on math and science knowledge competencies of K-12 teachers and students, and integrating the much needed food, nutrition, and health information.
Food was chosen as a vehicle to carry the students into mathematic and scientific material because individuals encounter food on a daily basis, whether it is related to comfort, social gatherings, family meals, or basic biological needs. Individuals’ familiarity with food allows them to have preexisting contextual experiences to create relevance for learning new material.
Additionally, food as a teaching tool is conducive to hands-on lessons and allows for an interdisciplinary approach to learning microbiology, chemistry, biology, nutrition, and health science in addition to math and an array of other subjects.
The knowledge and skill development that can be inspired by this sort of approach is limitless: measurement and tools, data collection, application and generalizing, classifying and organization, comparative analysis, interpretation of data, chemical and physical change, observation, functions of ingredients, controlling variables, critical thinking, self-directed learning, and team-building.
The FoodMASTER’s collaborative foundation has provided numerous positive outcomes for university faculty, K-12 teachers, university students, and K-12 students. University faculty and K-12 teachers have enhanced classroom experiences while improving their own professional development in math and science education.
When teachers and students enjoy a learning activity together, the learning process is more substantive and effective. The higher education students like the service learning and research component of their experiences with the program as well.
A strong collaborative partnership can be built among students and educators with initiatives such as FoodMASTER. This initiative and other similar models have the potential to strengthen higher education, K-12, and community relations in working toward improved math and science education.
Melanie W. Duffrin, PhD, RD, LD, is Associate Professor of Health Communications and Diane Cuson is an undergraduate student in the School of Human and Consumer Sciences. Both are at Ohio University. Sharon K. Phillips is a teacher at Federal Hocking Local Schools.
Copyright American Association of Family & Consumer Sciences Jan 2005