The baking activity is a science teaching enhancement course that is focused around using food to engage students in many topics in chemistry. The purposes of this study are to develop ways of integrating science knowledge and skills by using hands-on activities and to find out the effectiveness of a baking activity for teaching of concepts of the biomolecule and chemical reactions. The results showed that the scores for the posttests which are statistically significant difference of the control group (CG) (M=6.98, SD=0.84) and experiment group (EG) (M=8.67, SD=1.60). In pretest and posttest students were also asked to self-assess their knowledge by answering the following questions with “I am sure” and “I do not know”. The number of students in the CG that assessed “I am sure” stayed about the same with a decrease in the answer “I do not know” at both answers “Right” from 41.46% on the pretest to 17.31% on the posttest and from 2.69 % on the pretest to 0.45% on the posttest, respectively. In contrast with the EG students, there was substantial improvement. Especially, “I am sure”, encouraging is to increase in the number of right answers and decrease in the number of wrong answers. In the same way, “I do not know” results showed that the right answer increased after they learned with a baking activity. The results show that a baking activity can enhance students’ understanding about conceptual knowledge and encourage students to realize the link between food and chemistry.
Jutharat Sunprasert, King Mongkut’s University of Technology Thonburi, Thailand
Thiti Jarangdet, King Mongkut's University of Technology Thonburi, Thailand
Chayanuch Watthana, King Mongkut's University of Technology Thonburi, Thailand
Phannee Rattanachisit, King Mongkut's University of Technology Thonburi, Thailand
Stream: Higher education
This paper is part of the ACE2019 Conference Proceedings (View)
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