Research Article
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Determination of the 8th-Grade Secondary School Students’ Awareness of Food Dye with the Use of Spectrophotometer

Year 2019, Volume: 4 Issue: 1, 1 - 14, 31.03.2019

Abstract

In the
current study aimed to create awareness of colour dyes found in foods and
beverages in secondary school 8th-grade students through an experimental activity
designed by the researchers. To this end, the experimental activity developed
on the basis of 5E learning model including the use of spectrophotometer
allowing the practical analysis of food dye was administered to the
participants. This study was designed as a case study, one of the qualitative
research methods. As the data collection tool, a semi-structured interview
form, administered before and after the activity, was used to determine the
participants’ awareness. By making use of science and technology integration
through the developed experimental activity, students were enabled to make
scientific observations on a problem encountered in their daily life. In the
analysis of the data, content and descriptive analyses were used together. It
was found that the activity was effective in raising the participating
students’ awareness of colour dyes in foods and with the inclusion of
spectrophotometer into this process, the students’ interest was aroused. As a
result, it can be suggested that with the inclusion of technological tools such
as spectrophotometer into teaching-learning process, activities directed to
raising students’ awareness of the issues directly related to their health can
be enhanced.

References

  • Açışlı, S. & Turgut, Ü. (2011). The examination of the influence of the materials generated in compliance with 5E learning model on physics laboratory applications. International Online Journal of Educational Sciences, 3(2), 562-593.https://doi.org/10.1016/j.sbspro.2011.04.128
  • Aksoy, G., & Gürbüz, F. (2013). An example for the effect of 5E model on the academic achievement of students: in the unit of “force and motion”. Inönü University Journal of the Faculty of Education, 14(2), 1-16.
  • Altıniğde, N. (1999). Comparison between voltammetric and spectrophotometric methods for the determination of food coloring diazocompounds sunset yellow FCF and tartrazin in some candies and synthetic powder form drinks. GIDA, 24 (2), 139-143.
  • Atlı, B. (2010). Food Dyes (Unpublished master dissertation). Namık Kemal University, Tekirdağ.
  • Arslan, Z. K. & Aycan, Ş. (2014). An Example of the use of spectrophotometric method: determining the carmine in various food products. Procedia-Social and Behavioral Sciences, 116, 4622–4625. http://doi.org/10.1016/j.sbspro.2014.01.996
  • Aycan; H. Ş. & Arslan, Z. K. (2017). Effect of instrumental analysis application to academic achievements of pre service science teachers in teaching of adsorption- surface relation. Journal of the Turkish Chemical Society, Section C: Chemical Education, 2(2), 107-126.
  • Bes, M. T., Sancho, J., Peleato, M. L., Medina, M., Gomez-Moreno, C., & Fillat, M. F. (2003). Purification of colored photosynthetic proteins for understanding protein isolation principles. Biochemistry and Molecular Biology Education, 31(2), 119–122. http://doi.org/10.1002/bmb.2003.494031020202
  • Bosma, W. B. (1998). Using chemistry and color to analyze household products: A 10-12 hour laboratory project at the general chemistry level. Journal of Chemical Education, 75(2), 214. http://doi.org/10.1021/ed075p214
  • Büyükdere, Y. & Ayaz, A. (2016). Healt aspects of colorants used in food: Attention-deficit hyperactivity disorder.Journal of Nutrition and Dietetics, 44 (2), 169-177. ISSN 1300-3089
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Erkan-Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Academy. ISBN 978-9944-919-28-9
  • Carraher, J. M., Curry, S. M., & Tessonnier, J. P. (2015). Kinetics, reaction orders, rate laws, and their relation to mechanisms: a hands-on introduction for high school students using portable spectrophotometry. Journal of Chemical Education, 93(1), 172-174.
  • Çetin-Dindar, A. & Geban, Ö. (2017). Conceptual understanding of acids and bases concepts and motivation to learn chemistry. The Journal of Educational Research, 110(1), 85-97, Doi: 10.1080/00220671.2015.1039422
  • Dooling, K., Bodenstedt, K. & Page, M. F. Z. (2013). A caffeinated boost on UV spectrophotometry: A lab for high school chemistry or an introductory university chemistry course. Journal of Chemical Education, 90(7), 914–917. https://doi.org/10.1021/ed300654u
  • Ergin, Ö., Şahin-Pekmez, E. & Öngel-Erdal, S. (2012). Kuramdan uygulamaya deney yoluyla fen öğretimi. İzmir: Dinazor Yayınevi.
  • Fialho, D. B., Rocha, J. B. T., & Mello, C. (1999). An introductory student-centered class to teach concepts related to spectrophotometry in a biochemistry practical laboratory course. Biochemical Education, 27(4), 217–220. http://doi.org/10.1016/S0307-4412(99)00050-3
  • Galloway, K. R., Bretz, S. L. & Novak, M. (2014). Paper chromatography and UV–Vis spectroscopy to characterize anthocyanins and investigate antioxidant properties in the organic teaching laboratory. Journal of Chemical Education, 92(1), 183–188. https://doi.org/10.1021/ed400520n
  • Gavaravarapu, S. R. M., Vemula, S. R., Rao, P., Mendu, V. V. R., & Polasa, K. (2009). Focus group studies on food safety knowledge, perceptions, and practices of school-going adolescent girls in south India. Journal of Nutrition Education and Behavior, 41(5), 340–346. https://doi.org/10.1016/j.jneb.2008.12.003
  • Granger, J. N. (2004). Introducing spectrophotometry in grades 6-12 using a college-based spectrophotometer loan program. Spectroscopy Letters, 37(2), 159–171. http://doi.org/10.1081/SL-120030851
  • Hirca, N. (2013). Using an animated case scenario based on constructivist 5E model to enhance pre-service teachers' awareness of electrical safety. Educational Sciences: Theory and Practice, 13(2), 1325-1334.
  • Jain, A. & Mathur, P. (2014). Intake of processed foods and selected food additives among adolescents (13-19 year olds) of Delhi, India. Asian Journal of Multidisciplinary Studies, 22(2): 64-77. ISSN 2321-8819
  • Karasar, N. (2013). Scientific research methods. Ankara: Nobel. ISBN 978-605-5426-58-3
  • Kılıç-Alpat, S., Özbayrak-Azman, Ö. & Alpat, Ş. (2018). Effect of project based learning on academic achievement of chemistry teacher candidates in the application of spectroscopic analysis method. Trakya University Journal of Education Faculty, 8(2), 214-240. Doi: 10.24315/trkefd.312906
  • Küçük, H. (2011). The knowledge level competences of science preservice teachers in spectrophotometry and vitamin C, and their views intended to the usage of spectrophotometers in education. Education Sciences. Retrieved from http://dergipark.ulakbim.gov.tr/nwsaedu/article/view/5000063221
  • Köseoğlu, F. & Tümay, H. (2015). Constructivism and new teaching methods in science education. Ankara: Palme Publishing. ISBN 978-605-355-319-9
  • Lema, M. A., Aljinovic, E. M. & Lozano, M. E. (2002). Using a homemade spectrophotometer in teaching biosciences. Biochemistry and Molecular Biology Education, 30(2), 106–110. http://doi.org/10.1002/bmb.2002.494030020032
  • Lok, K. Y. W., Chung, Y. W., Benzie, I. F. F. & Woo, J. (2011). Synthetic colorings of some snack foods consumed by primary school children aged 8–9 years in Hong Kong. Food Additives & Contaminants: Part B, 4(3), 162–167. http://doi.org/10.1080/19393210.2011.585246
  • Ministry of National Education MoNE. The science course teaching program (6th, 7th, and 8th years), Retrieved from, http://mufredat.meb.gov.tr (2018a).
  • Munmai, A., Ruenwongsa, P., Panijpan, B., Barman, N., Magee, P. A. & Somsook, E. (2011). Using principles of subtractive colors to teach color of pigments: A 5e learning cycle lesson for pre-service elementary teachers. International Journal of Learning, 18(1), 203–218.Doi: 10.18848/1447-9494/CGP/v18i01/47440
  • Öncül, Ö. (2009). Detection of mutagenic potentials of some food dyes and their effects on -Galactosidase (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Öztürk, N. (2013). The effect of activities based on 5E learning model in the titled light and sound at the sixth grade and technology lesson on learning outcomes,(Unpublished doctoral dissertation). Gazi University, Ankara.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury, CA: Sage
  • Rosa, C. H., Antelo, F. & Rosa, G. R. (2018). Kinetics of thermal‐degradation of betanins: A teaching mini‐project for undergraduates employing the red beet. Journal of Food Science Education, 17(4), 104-110.https://doi.org/10.1111/1541-4329.12147
  • Sertkaya, Ö.F. (2018). The effect of 5E model supported by algodoo software in the simple machine unit of 8th grade science lesson, (Unpublished master dissertation), Fırat University, Elazığ.
  • Sharma, R. K., Gulati, S. & Mehta, S. (2012). Preparation of gold nanoparticles using tea: A green chemistry experiment. Journal of Chemical Education, 89(10), 1316–1318. https://doi.org/10.1021/ed2002175
  • Sigmann, S. B., & Wheeler, D. E. (2004). The quantitative determination of food dyes in powdered drink mixes. A high school or general science experiment. Journal of Chemical Education, 81(10), 1475.
  • Şahin, Ç., & Çepni, S. (2012). Effectiveness of instruction based on the 5E teaching model on students’ conceptual understanding about gas pressure, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 220-264.
  • Şen, S., Aksoy, H. & Yılmaz, S. (2017). Genotoxic, carcinogenic potential of food additives and their other effects on human health. Journal of Human Sciences, 14(4), 3093-3108.Doi: 10.14687/jhs.v14i4.4700
  • Turgut, Ü., & Gürbüz, F. (2011). Effects of teaching with 5E model on students' behaviors and their conceptual changes about the subject of heat and temperature. International Online Journal of Educational Sciences, 3(2), 679-706.
  • Wilder, M. & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities Classroom Projects and Curriculum Ideas, 41 (4), 37-43. Doi: 10.3200/SATS.41.4.37-43
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing. ISBN 978-975-02-2603-8
  • Zengin, E. (2016). The effects of teaching with the 5E learning model on the academic success of middle school, 8th grades in the subject of cell divisions, (Unpublished master dissertation), Atatürk University, Erzurum.

Determination of the 8th Grade School Students’ Awareness of Food Dye with the Use of Spectrophotometer

Year 2019, Volume: 4 Issue: 1, 1 - 14, 31.03.2019

Abstract

In the current study aimed to create awareness of color dyes found in foods and beverages on 8th grade students through an experimental activity designed by the researchers. To this end, the experimental activity developed on the basis of 5E learning model including the use of spectrophotometer allowing the practical analysis of food dye was administered to the participants. This study was designed as a case study, one of the qualitative research methods. As the data collection tool, a semi-structured interview form, administered before and after the activity, was used to determine the participants’ awareness. By making use of science and technology integration through the developed experimental activity, students were enabled to make scientific observations on a problem encountered in their daily life. In the analysis of the data, content and descriptive analyses were used together. It was found that the activity was effective in raising the participating students’ awareness of color dyes in foods and with the inclusion of spectrophotometer into this process, the students’ interest was aroused. As a result, it can be suggested that with the inclusion of technological tools such as spectrophotometer into teaching-learning process, activities directed to raising students’ awareness of the issues directly related to their health can be enhanced.

    

References

  • Açışlı, S. & Turgut, Ü. (2011). The examination of the influence of the materials generated in compliance with 5E learning model on physics laboratory applications. International Online Journal of Educational Sciences, 3(2), 562-593.https://doi.org/10.1016/j.sbspro.2011.04.128
  • Aksoy, G., & Gürbüz, F. (2013). An example for the effect of 5E model on the academic achievement of students: in the unit of “force and motion”. Inönü University Journal of the Faculty of Education, 14(2), 1-16.
  • Altıniğde, N. (1999). Comparison between voltammetric and spectrophotometric methods for the determination of food coloring diazocompounds sunset yellow FCF and tartrazin in some candies and synthetic powder form drinks. GIDA, 24 (2), 139-143.
  • Atlı, B. (2010). Food Dyes (Unpublished master dissertation). Namık Kemal University, Tekirdağ.
  • Arslan, Z. K. & Aycan, Ş. (2014). An Example of the use of spectrophotometric method: determining the carmine in various food products. Procedia-Social and Behavioral Sciences, 116, 4622–4625. http://doi.org/10.1016/j.sbspro.2014.01.996
  • Aycan; H. Ş. & Arslan, Z. K. (2017). Effect of instrumental analysis application to academic achievements of pre service science teachers in teaching of adsorption- surface relation. Journal of the Turkish Chemical Society, Section C: Chemical Education, 2(2), 107-126.
  • Bes, M. T., Sancho, J., Peleato, M. L., Medina, M., Gomez-Moreno, C., & Fillat, M. F. (2003). Purification of colored photosynthetic proteins for understanding protein isolation principles. Biochemistry and Molecular Biology Education, 31(2), 119–122. http://doi.org/10.1002/bmb.2003.494031020202
  • Bosma, W. B. (1998). Using chemistry and color to analyze household products: A 10-12 hour laboratory project at the general chemistry level. Journal of Chemical Education, 75(2), 214. http://doi.org/10.1021/ed075p214
  • Büyükdere, Y. & Ayaz, A. (2016). Healt aspects of colorants used in food: Attention-deficit hyperactivity disorder.Journal of Nutrition and Dietetics, 44 (2), 169-177. ISSN 1300-3089
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Erkan-Akgün, Ö., Karadeniz, Ş. & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Academy. ISBN 978-9944-919-28-9
  • Carraher, J. M., Curry, S. M., & Tessonnier, J. P. (2015). Kinetics, reaction orders, rate laws, and their relation to mechanisms: a hands-on introduction for high school students using portable spectrophotometry. Journal of Chemical Education, 93(1), 172-174.
  • Çetin-Dindar, A. & Geban, Ö. (2017). Conceptual understanding of acids and bases concepts and motivation to learn chemistry. The Journal of Educational Research, 110(1), 85-97, Doi: 10.1080/00220671.2015.1039422
  • Dooling, K., Bodenstedt, K. & Page, M. F. Z. (2013). A caffeinated boost on UV spectrophotometry: A lab for high school chemistry or an introductory university chemistry course. Journal of Chemical Education, 90(7), 914–917. https://doi.org/10.1021/ed300654u
  • Ergin, Ö., Şahin-Pekmez, E. & Öngel-Erdal, S. (2012). Kuramdan uygulamaya deney yoluyla fen öğretimi. İzmir: Dinazor Yayınevi.
  • Fialho, D. B., Rocha, J. B. T., & Mello, C. (1999). An introductory student-centered class to teach concepts related to spectrophotometry in a biochemistry practical laboratory course. Biochemical Education, 27(4), 217–220. http://doi.org/10.1016/S0307-4412(99)00050-3
  • Galloway, K. R., Bretz, S. L. & Novak, M. (2014). Paper chromatography and UV–Vis spectroscopy to characterize anthocyanins and investigate antioxidant properties in the organic teaching laboratory. Journal of Chemical Education, 92(1), 183–188. https://doi.org/10.1021/ed400520n
  • Gavaravarapu, S. R. M., Vemula, S. R., Rao, P., Mendu, V. V. R., & Polasa, K. (2009). Focus group studies on food safety knowledge, perceptions, and practices of school-going adolescent girls in south India. Journal of Nutrition Education and Behavior, 41(5), 340–346. https://doi.org/10.1016/j.jneb.2008.12.003
  • Granger, J. N. (2004). Introducing spectrophotometry in grades 6-12 using a college-based spectrophotometer loan program. Spectroscopy Letters, 37(2), 159–171. http://doi.org/10.1081/SL-120030851
  • Hirca, N. (2013). Using an animated case scenario based on constructivist 5E model to enhance pre-service teachers' awareness of electrical safety. Educational Sciences: Theory and Practice, 13(2), 1325-1334.
  • Jain, A. & Mathur, P. (2014). Intake of processed foods and selected food additives among adolescents (13-19 year olds) of Delhi, India. Asian Journal of Multidisciplinary Studies, 22(2): 64-77. ISSN 2321-8819
  • Karasar, N. (2013). Scientific research methods. Ankara: Nobel. ISBN 978-605-5426-58-3
  • Kılıç-Alpat, S., Özbayrak-Azman, Ö. & Alpat, Ş. (2018). Effect of project based learning on academic achievement of chemistry teacher candidates in the application of spectroscopic analysis method. Trakya University Journal of Education Faculty, 8(2), 214-240. Doi: 10.24315/trkefd.312906
  • Küçük, H. (2011). The knowledge level competences of science preservice teachers in spectrophotometry and vitamin C, and their views intended to the usage of spectrophotometers in education. Education Sciences. Retrieved from http://dergipark.ulakbim.gov.tr/nwsaedu/article/view/5000063221
  • Köseoğlu, F. & Tümay, H. (2015). Constructivism and new teaching methods in science education. Ankara: Palme Publishing. ISBN 978-605-355-319-9
  • Lema, M. A., Aljinovic, E. M. & Lozano, M. E. (2002). Using a homemade spectrophotometer in teaching biosciences. Biochemistry and Molecular Biology Education, 30(2), 106–110. http://doi.org/10.1002/bmb.2002.494030020032
  • Lok, K. Y. W., Chung, Y. W., Benzie, I. F. F. & Woo, J. (2011). Synthetic colorings of some snack foods consumed by primary school children aged 8–9 years in Hong Kong. Food Additives & Contaminants: Part B, 4(3), 162–167. http://doi.org/10.1080/19393210.2011.585246
  • Ministry of National Education MoNE. The science course teaching program (6th, 7th, and 8th years), Retrieved from, http://mufredat.meb.gov.tr (2018a).
  • Munmai, A., Ruenwongsa, P., Panijpan, B., Barman, N., Magee, P. A. & Somsook, E. (2011). Using principles of subtractive colors to teach color of pigments: A 5e learning cycle lesson for pre-service elementary teachers. International Journal of Learning, 18(1), 203–218.Doi: 10.18848/1447-9494/CGP/v18i01/47440
  • Öncül, Ö. (2009). Detection of mutagenic potentials of some food dyes and their effects on -Galactosidase (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Öztürk, N. (2013). The effect of activities based on 5E learning model in the titled light and sound at the sixth grade and technology lesson on learning outcomes,(Unpublished doctoral dissertation). Gazi University, Ankara.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury, CA: Sage
  • Rosa, C. H., Antelo, F. & Rosa, G. R. (2018). Kinetics of thermal‐degradation of betanins: A teaching mini‐project for undergraduates employing the red beet. Journal of Food Science Education, 17(4), 104-110.https://doi.org/10.1111/1541-4329.12147
  • Sertkaya, Ö.F. (2018). The effect of 5E model supported by algodoo software in the simple machine unit of 8th grade science lesson, (Unpublished master dissertation), Fırat University, Elazığ.
  • Sharma, R. K., Gulati, S. & Mehta, S. (2012). Preparation of gold nanoparticles using tea: A green chemistry experiment. Journal of Chemical Education, 89(10), 1316–1318. https://doi.org/10.1021/ed2002175
  • Sigmann, S. B., & Wheeler, D. E. (2004). The quantitative determination of food dyes in powdered drink mixes. A high school or general science experiment. Journal of Chemical Education, 81(10), 1475.
  • Şahin, Ç., & Çepni, S. (2012). Effectiveness of instruction based on the 5E teaching model on students’ conceptual understanding about gas pressure, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 220-264.
  • Şen, S., Aksoy, H. & Yılmaz, S. (2017). Genotoxic, carcinogenic potential of food additives and their other effects on human health. Journal of Human Sciences, 14(4), 3093-3108.Doi: 10.14687/jhs.v14i4.4700
  • Turgut, Ü., & Gürbüz, F. (2011). Effects of teaching with 5E model on students' behaviors and their conceptual changes about the subject of heat and temperature. International Online Journal of Educational Sciences, 3(2), 679-706.
  • Wilder, M. & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities Classroom Projects and Curriculum Ideas, 41 (4), 37-43. Doi: 10.3200/SATS.41.4.37-43
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing. ISBN 978-975-02-2603-8
  • Zengin, E. (2016). The effects of teaching with the 5E learning model on the academic success of middle school, 8th grades in the subject of cell divisions, (Unpublished master dissertation), Atatürk University, Erzurum.
There are 41 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Hediye Şule Aycan 0000-0001-8844-0438

Tuğçe Yağmur Orhan 0000-0003-4588-4754

Güliz Kaymakçı 0000-0002-3428-5214

Publication Date March 31, 2019
Submission Date November 26, 2018
Acceptance Date March 22, 2019
Published in Issue Year 2019 Volume: 4 Issue: 1

Cite

APA Aycan, H. Ş., Orhan, T. Y., & Kaymakçı, G. (2019). Determination of the 8th Grade School Students’ Awareness of Food Dye with the Use of Spectrophotometer. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, 4(1), 1-14.

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