Integration of Science, Technology, Engineering, and Math into a Food and Nutrition Curriculum in Utah

Bibliographic Data

ID6061883
AuthorsCathy A Merrill (Utah State University), Cathy Merrill (Utah State University, corresponding author), Rebecca G Lawver (0000-0001-8226-2810, Utah State University)
Year2019
Volume48
Issue1
Pages37-51
Publication date2019-09-01
Open AccessYes
TypeARTICLE
VenueFamily and Consumer Sciences Research Journal (JOURNAL)
Journal identifiersISSN: 1077-727X • E-ISSN: 1552-3934
PublisherWiley (PUBLISHER • GB)
DOI10.1111/fcsr.12326
OpenAlexW3134201305
LanguageEN
References cited17

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

Curriculum · Family and consumer science · Mathematics education · Medical education · Pedagogy · Professional development · Sanitation · Architecture, Design, and Social History · Diverse Educational Innovations Studies · Engineering · Indigenous and Place-Based Education · Medicine · Psychology · Environmental Engineering

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