Fostering an Interest in Science in a Typically Underrepresented Population |
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| Authors: | Sarah F Davis Jennifer Cleveland McEntire James Sarakatsannis |
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| Institution: | Authors Davis and McEntire are with Institute of Food Technologists, 1025 Connecticut Ave., NW, Suite 503, Washington, DC 20036, U.S.A. Author Sarakatsannis is with John Philip Sousa Middle School, 3650 Ely Place, SE, Washington, DC 20019, U.S.A. Direct inquiries to author Davis (E-mail: ). |
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| Abstract: | ABSTRACT: This "case study" details how food science was introduced into the classrooms of a typically underrepresented population. James Sarakatsannis, an 8th grade physical science teacher, was planning a unit that would use fast food to teach science to his classes, when he came across the Institute of Food Technologists (IFT) website and a wealth of information available to teachers. Along with the valuable materials James found on the website to teach food science, he also found the "Find a Food Scientist" tool and invited 3 local food scientists into his classroom at John Philip Sousa Middle School in the inner city of Washington, D.C., where many of his students represent a typically underrepresented population in the field of food science. Food was a common medium that all of his students were familiar with and had an interest in, and it turned out to be a great tool to discuss various physical science topics in the classroom. The local food scientist visits were an excellent supplement to the topics he was already covering with the students in class. Many students developed a greater interest in science in general after the unit on food science. The unit also may have planted the seed for an education or career in food science somewhere down the line for the 70 13- to 16-year-old students in James's 2 8th grade physical science classes. |
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