The Use of the FEW (Food-Energy-Water) Nexus as a Basis for Authentic Secondary School STEM Activities (Poster 6)

• In Event: Collaborative Development of a Framework for Food-Energy-Water-Nexus Education

Abstract

Over the past 10 years there have been calls for students to learn to engage in science and engineering practices (SEPs) (NCAA, 2020; NRC, 2012; PISA, 2022). However, science teachers often do not have the knowledge or resources needed to teach their students to do so. In response, we developed, implemented and studied how authentic STEM activities based on the FEW-nexus can help students learn to engage in SEPs. This poster reports on two projects: a course-based undergraduate research experience for preservice secondary science teachers (PSTs) in the US, and an after-school science club for high school (HS) students in Ghana.
The studies examined how participation in the authentic FEW-nexus projects affected students’ learning of SEPs (Research Question 1) and how the focus on the FE- nexus contributed to their learning (RQ2). For the PSTs the likelihood they would have their future students engage with the nexus was examined (RQ3), and for the HS students, how it affected their interests in science and in STEM careers (RQ 4). HS students and PSTs used model anaerobic biodigesters (ABDs) that convert food waste to energy (methane) and fertilizer to engage in authentic research. The models were constructed from discarded water bottles, plastic tubing, and other items purchased at a dollar store. The projects include all aspects of FEW-nexus education, including its interdisciplinary nature; ABDs as a sustainable way to make use of waste by producing energy and fertilizer; and considerations of the trade-offs in the nexus.
The literature that informed the studies included: learning how to engage in research practices (e.g., Author et al., 2021; Puslednik & Brennan, 2020); science education in Ghana (e.g., Azure, 2015; Senadza, 2012); and FEW science education (e.g., Forbes et al., 2018; Platts et al., 2022). Both quantitative and qualitative methods were used for RQ1; and qualitative for RQ 2-4. The data sources were a pre/posttest, observations, the students’ products, and student interviews. The Wilcoxon signed-rank test was to test for any significant differences between the two tests. The interviews were transcribed, coded, and the codes were grouped into themes to develop categories (Saldaña, 2021). The student work was analyzed using a rubric based on descriptions of the SEPs (NRC, 2012).
Analysis of the data indicated students gained the most in the SEPs that rely on methodological proficiency (e.g., asking questions, using the ABD model, and designing an experiment), and only slightly in ones that rely on intellectual proficiency (e.g., constructing explanations and argumentation). In the interviews, students described new realizations about their local environment by looking at it through the lens of the FEW-nexus. It also helped them to understand the importance of the management of food waste as well as the production of energy. All the PSTs indicated that they would attempt to incorporate FEW-based authentic activities in their future teaching. Both the focus on the nexus and the engagement in the ABD project increased HS students’ interest in continuing their studies in science and their interest in pursuing STEM careers.

Authors

• Allan Feldman, University of South Florida

• Rita G. Ortiz, University of South Florida