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Teaching a broad non‐science major audience using the science of food and cooking
Author(s) -
Provost Joseph John,
Kelly Brenda,
Colabroy Keri,
Wallert Mark
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.882.2
Subject(s) - experiential learning , fish <actinopterygii> , task (project management) , science education , mathematics education , active learning (machine learning) , psychology , computer science , engineering , biology , systems engineering , artificial intelligence , fishery
Capturing the interest and engaging non‐science students is a particularly important and a concomitantly challenging task. It is more important to show students how to use important concepts, teach them to think critically and to apply the scientific method than attempt to create chemists and biologists from non‐STEM students. Cooking is one of the oldest applications of biology and chemistry that can provide an interesting vehicle to attract students to science in a meaningful way. We have used this approach to teach from small to large lecture classes up to 200 students. Using a food‐centric approach basic biological and chemical principles are taught and retained with a high level of interest and self reported attitudes to science. Topics include making cheese, hot sauce and salsa, vegetables, breads, meat & fish and wine & beer. We will present the way science is woven into cooking, the active learning exercises and inquiry‐based take home experiential learning. Assessment of student learning and attitudes toward science from students in this course (n>425) will be presented. Finally, a proposed textbook supporting future similar courses will be shared.