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Integration of Science, Technology, Engineering, and Math into a Food and Nutrition Curriculum in Utah
Author(s) -
Merrill Cathy A.,
Lawver Rebecca G.
Publication year - 2019
Publication title -
family and consumer sciences research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 1077-727X
DOI - 10.1111/fcsr.12326
Subject(s) - curriculum , family and consumer science , competence (human resources) , sanitation , medical education , professional development , mathematics education , psychology , medicine , pedagogy , engineering , environmental engineering , social psychology
In 2014, Family and Consumer Sciences teachers in Utah revised the Food and Nutrition Sciences curriculum to strengthen Science, Technology, Engineering, and Math ( STEM )‐related content. This study is a needs assessment of the state implementation of the STEM ‐enhanced curriculum in 2015–2016. A Borich needs assessment model was used to analyze mean weighted discrepancy scores between teacher‐perceived levels of importance and teacher‐perceived competence for each objective in the new curriculum. The results showed that although teachers felt moderately competent to teach the new curriculum, the highest ranked need for professional development was in Standard 1: Kitchen Safety Procedures and Sanitation. Professional development in STEM ‐related content should be conducted with Family and Consumer Sciences teachers in Utah.