Engineering Your Own Liquid Soap - An example of how to use a culturally and socially responsible engineering de- sign process By Alberto J ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Engineering Your Own Liquid Soap
An example of how to use a culturally and socially responsible engineering de-
sign process
By Alberto J. Rodriguez
T
he concepts of culturally rel- represented? Who benefits? Whose voices
evant pedagogy and culturally are being heard/represented? What’s the
responsive teaching have been social and environmental impact? (Fig-
interpreted and enacted in various ure 1). These questions help commu-
ways for over two decades. Informed nicate that engineering and science are
by this research, I share a critical ap- professions that must be guided by eth-
proach to teaching and learning us- ics, respect for the environment and so-
ing sociotransformative constructivism ciety, and committed to being inclusive
(sTc). This framework merges social of and responsive to the diverse voices
PHOTO COURTESY OF THE AUTHOR
constructivism (as a theory of learn- and cultures that enrich our humanity.
ing) with critical cross-cultural edu- We conducted this activity in an
cation (as a theory of social justice; afterschool program with diverse
Rodriguez 1998). Therefore, sTc elementary and middle school chil-
systematically takes into account how dren and in my elementary science
teachers teach (pedagogy); what they methods course before schools were
teach (curriculum); to whom they locked down due to the COVID-19
teach (students); and in what cultural pandemic. However, to meet physical
context (diversity, socioeconomic sta- distancing requirements, we suggest
tus, language ability, physical abil- using apps such as ZOOM, Google
Preservice teachers explore soap
ity, gender/sexual expression, etc.). Hangouts, or WhatsApp for in or
making.
While culturally relevant or inclusive off-classroom group work. To reduce
pedagogy has been focused on teacher infection through sharing equipment
professional development, the sTc communicate an incongruent message and materials, students should divide
framework makes clear that teaching with the NGSS call for making science specific tasks and have only one team
and learning are parts of an insepara- and engineering practices more inclu- member responsible for assembling
ble equation by which the success of sive and engaging to all students. Fur- components with guidance from
one is dependent on the success of the thermore, these profit-client-oriented other members. More specific details
other. Furthermore, the main goals formats rarely address ethical, social, on student grouping, timing and se-
of the sTc framework are to increase and/or environmental issues. Similarly, quence of activities, assessments, as
knowledge and awareness, leading to this competitive and masculine ap- well as additional teaching tips can be
transformative action (see Rodriguez proach ignores the National Society of found in the Lesson Sequence docu-
2018). Professional Engineers (NSPE) Code ment included in the Supplemental
To illustrate the use of sTc, I provide of Ethics: “Engineers, in the fulfill- Materials link.
an example of an activity—engineering ment of their professional duties, shall The main goal of this article is to
your own liquid soap—using its cor- hold paramount the safety, health, and describe how we used each step of the
responding culturally and socially re- welfare of the public” (NSPE 2019). In culturally and socially responsible de-
sponsible engineering design process contrast, a culturally and socially re- sign process (Figure 1) in hope that it
(Figure 1). We often find STEM activi- sponsible engineering design process, may encourage readers to reflect on its
ties that mainly focus on “competition,” informed by sTc, requires all STEM importance and ignite their interest
“meeting clients’ needs,” “profits,” or activities to be guided by these over- in enacting this activity in their class-
“winning.” These types of activities arching questions: Whose interests are rooms.
92 • • MARCH/APRIL 2021
I. IDENTIFY TASKS
Before presenting the design task, it is
essential to contextualize it. Therefore,
the first step is to create a “a need to
know” (i.e., promote a sense of wonder
and interest that engages students in
culturally and socially relevant learn-
ing). I start by discretely rubbing a dab
of GloGerm cream on my hands. This
cream is nontoxic and contains tiny
invisible pieces of plastic that glow un-
der a black light (glogerm.com); thus,
it is a popular tool for demonstrating
how germs easily spread and the im-
portance of effective handwashing.
Next, I grab a paper plate and place it
on a table. A student volunteer is asked
to put gloves on and then examine the
Black light shows the presence of “germs” (GloGerm) before and after hand
washing.
empty plate. She is asked to go back to
her seat and take out her science book.
By now, students are wondering what
is going on. Using a black light, I show
students all the areas we touched that
FI G URE 1
are now “contaminated” with germs.
This simple demonstration generates a
Culturally and socially responsible engineering design lively discussion and provides an excel-
process. lent opportunity for students to observe
and practice effective hand-washing
techniques (see Online Resources for a
proper hand-washing technique video).
After grabbing students’ attention,
we do a brainstorm concept map to
assess their knowledge about the CO-
VID-19 virus. We discuss why they
think the virus has disproportionally
affected African American, Latino,
and First Nations peoples. This dis-
cussion helps raise awareness among
students about how socioeconomic
status is closely tied to health inequali-
ties. We often hear pre-and inservice
teachers state that they do not feel
“comfortable talking about these is-
sues,” or that students are “too young
to understand” these inequalities. As
a brown-skin Latino who grew up in
poverty for most of my pre-college
education, I can attest that throughout
primary school and beyond some of
us are quite cognizant of what poverty
and inequality feels like. Having this
reality affirmed in the classroom is em-
www.nsta.org/science-and-children • 93
powering for everyone. Similarly, we F I GU RE 2
use this opportunity to evoke a sense of
agency by helping students recognize Materials.
the significant role they play in helping
prevent the spread of infectious dis- • GloGerm cream (8 fl. oz.) $19.50 (glogerm.com)
eases and in keeping friends and fam- • Castile soap (organic and unscented plant-based liquid soap base)
ily members safe, just by keeping their e.g., Dr. Bronner’s Pure-Castile Liquid Soap (Baby Unscented, 32 fl.
hands clean. oz.) $18.46 (Amazon.com)
After contextualizing the activity, • Cocoa oils with vitamin E (moisturizes) e.g., Palmer’s Cocoa Butter
students are ready for our engineering formula (8.5 fl. oz) $5.68 (Amazon.com)
design task: • Aloe Vera oil (moisturizes) e.g., Premium Organic Aloe Vera Oil
The COVID-19 pandemic has cre- Pure Health Hair Skin Care Moisturizing (8 fl. oz.) $13.39
ated a shortage of liquid soap. In addi- • Organic essential oils (fragrance) e.g., Essential Oils Set TOP
tion, some people complain that regular 8 - Therapeutic Grade Aromatherapy Essential Oils – Pure and
soaps are irritating their hands because Natural - Lavender, Peppermint, Rosemary, Orange, Tea Tree,
of frequent washing or allergies. On top Eucalyptus, Lemon, Anxiety Relief - Blend Kit (0.33 fl. oz. each)
of that, some soaps’ perfumes are too $15.99 (Amazon.com)
strong or smell awful. Design an or- • 20 × 2 oz Clear Plastic Empty Squeeze Bottles with Flip Cap - BPA-
ganic liquid soap that: (1) It is not too free (set of six $7.99; Amazon.com)
expensive; (2) Provides more moisturiz- • Black lights e.g., UV LED Black Light Fixtures, Leciel 6W Portable
ing protection; (3) Has a pleasant fra- (USB) Blacklight $14.99 (Amazon.com)
grance; and (4) Effectively cleans hands. • Distilled water $1.00
Figure 2 lists the materials needed • Measuring teaspoons
for soap making. • Plastic graduated cylinders
II. FORM COLLABORATIVE
GROUPS learning stations to explore their ques- ing references in the Online Resources
At this stage, students are organized tions and gain more knowledge. These section). These stations also promote
into groups of three or four, making stations are listed, with suggested students’ language literacy skills and
sure that they are working with differ- timing and other tips, in the Lesson cultural knowledge.
ent peers to encourage learning about Sequence document included in the Our aim is to ensure students gain
each other. We also pay attention to Supplemental Materials link. Three sufficient science knowledge to create
students’ special needs (language, abili- of the stations are short and engaging informed designs, and we stress pay-
ty, etc.). Students are also asked to share BrainPop videos: One is about the hy- ing attention to environmental and
any unique expertise, including their drophilic and hydrophobic properties social impact. That is, designs should
parents or siblings’ expertise. That is, of soap and how it works to kills germs; be environmentally friendly and so-
some family members may be chemists, another about how the coronavirus in- cially/culturally responsible as well
lab technicians, artists, cosmeticians, fects cells; and the third one is about as responsive. We find that children
gardeners, etc. We urge students to talk how the virus is transmitted (e.g., embrace this approach well, but some
to family members about our classroom person-to-person vs. contaminated pre- and inservice teachers often find
activities and seek to involve them. We surfaces). Additional learning stations this aspect challenging. To assist with
promote creativity and sharing, not are listed for older children (grades this issue, we point out how science
competition. Therefore, any student 5+) to help them distinguish between and STEM resources tend to focus on
with special knowledge is encouraged what chemical engineers and chemists the contributions of Western science
to act as a “coach” (i.e., someone any do and learn about how indigenous and/or Anglo males—underplaying
team can ask for help) (Rodriguez, Zo- peoples from around the world use es- the contributions of peoples of color,
zakiewicz, and Yerrick 2008). sential oils (for fragrance, medicine, indigenous peoples, and women to sci-
rituals, etc.). Each of these stations has ence/STEM. For example, it is easier
III. INVESTIGATE short and engaging videos and read- to find information about the French
Before beginning their designs, stu- ing materials (see Lesson Sequence chemist René-Maurice Gattefossé,
dents are guided through a series of document for details and correspond- who coined the term aromatherapy
94 • • MARCH/APRIL 2021
in the 1900s than to find information licized. The main concern is that we the four aforementioned criteria (i.e.,
about copal (“the blood of trees”). This often do not bother to look because of engineer a liquid soap that: (1) is not
is a tree resin mainly used as incense in our predisposition to “seeing” science too expensive; (2) provides more mois-
Mayan and Aztecs cultures in a vari- as only Western. turizing protection; (3) has a pleasant
ety of religious rituals and ceremo- fragrance; and (4) effectively cleans
nies. Copal is still used by indigenous IV. DESIGN MODEL hands. We find that students like to
peoples of the Americas. By providing Using Table 1, we promote students’ mix the scents of their preferred essen-
multiple examples such as this one, we application of mathematical knowl- tial oils; some wish to add more mois-
urge teachers to recognize that it is not edge by helping them calculate (or turizing oil whereas others prefer soap
that information is not available about estimate) the volumes and costs as- with a very mild fragrance. They value
the contributions of peoples of color sociated with engineering their own having choices and exploring their
to science/STEM, it is just less pub- liquid soap. We also remind them of own formulations instead of strictly
TA BL E 1
Procedure for making organic liquid soap.
Instructions: Use the values below to estimate the approximate volumes and costs for your test. Note that
your test vial can only hold 1/5 of the volumes shown in column B below or up to 2 oz (59 ml).
a. Use the values from Column B to calculate 1/5 of those volumes and then enter your answers in Column D.
b. Use the values from Column C to calculate 1/5 of those costs for your test vial. Enter your answers in
Column E.
c. If you use additional ingredients, add the volume you used in Column D and the cost in Column E.
d. Add all the costs in Column E to estimate the total cost of your test vial.
A B C D E
Regular recipe Volume Approximate Test vial (2 oz/59 ml) Approximate
Cost ($) Volume Cost ($)
Castile soap 1/2 cup (125 ml) 2.20 1/5= 1/5=
Distilled water 1/2 cup (125 ml) 0.25 1/5= 1/5=
Nourishing oil 1 Table spoon 0.80 1/5= 1/5=
(Aloe Vera oil or cocoa (14.8 ml) Write type of nourishing oil:
oil with Vitamin E) _______________
Essential oil (fragrance) 25 drops 0.25 1/5= 1/5=
(1.25 ml) Write type of essential oil
______________
Additional ingredients Write type of nourishing oil:
(e.g., extra nourishing _______________
oils)
Additional ingredients Write type of essential oil
(e.g., extra essential oils) ______________
Additional ingredient Write additional ingredient
(optional) ______________
Total Costs:
Rationale: Explain how your team is addressing the four criteria.
www.nsta.org/science-and-children • 95sometimes preservice teachers in my
following recipes (Rodriguez and Zo- soap. Feedback from this volunteer
methods courses or teachers partici-
zakiewicz 2010). As shown in Table 1, and the classroom community are then
pating in our projects point out that
students are required to articulate a ra- used to make adjustments and retest
“there is too much emphasis on equity
tionale for their choices before they are the soap formulation. Students use the
issues.” This reaction is often due to
allowed to test their designs. same table to record new data and ex-
many years of exposure to science as
plain their revised findings.
V. TEST MODEL a decontextualized and mono-cultural
VII. PRESENTATION (Western) field. Furthermore, it is
After each team member selects vari-
well established that addressing eq-
ous tasks, we require those handling During the final stage, students pres-
uity and social issues evokes feelings
liquids to wear gloves and goggles ent findings using multiple modalities
of guilt and shame sometimes leaving
even though all materials are non- (e.g., PowerPoint, slideshow, video,
members of the predominant culture
toxic. The Lesson Sequence document posters, pamphlets, public service an-
overwhelmed, paralyzed, and frus-
in the Supplemental Materials link nouncement, etc.). We find that when
trated (Rodriguez 2021). However,
includes additional safety measures. students are given choices in presenta-
we know that systemic inequalities in
To meet physical distancing require- tion formats, they are more engaged
our schools and society are not going to
ments, we recommend having only and it is easier to assess their under-
be removed unless all of us take steps
one team member handle all materi- standing. Students are also asked to
to do so. Engaging more children and
als for mixing while the other team explain the social/environmental im-
teachers in culturally/socially relevant
members provide guidance. Students pact of their products, as well as to re-
activities as described here is just one
make design adjustments if needed, flect on the new knowledge and skills
approach toward expanding not only
complete an efficiency test; moistur- acquired. This last component is very
our students’ understanding of science
izing, fragrance and cost assessment; rewarding because students often talk
and the engineering design process but
and conduct analysis of their results about how they will use what they
toward promoting their sense of agen-
(see the Lesson Sequence document learned in transformative ways. For
cy and empowerment.
in the Supplemental Resources section example, one student said, “I’m gonna
for additional tables to help students do this at home. Can I keep my soap?”
organize these data sets). The integra- Another mentioned that she wanted to ONLINE RESOURCES
tion of mathematics, critical thinking, show a sibling how to wash her hands Brainpop.com
and language literacy skills is also pro- properly. Others mentioned that they Corona virus: www.
moted (e.g., language literacy: com- wanted to talk to their parents about brainpop.com/health/
prehend informational text, assess evi- making their own organic liquid soap diseasesinjuriesandconditions/
dence to support authors’ claims, etc. because it “smells better and is good coronavirus
Mathematics: solving real-word prob- for the environment.” Overall, stu- How soap works: www.brainpop.com/
lems using division; solve problems dents demonstrated being more aware socialstudies/news/howsoapworks
involving measurement; represent and about how viruses work, how infec- Flu and flu vaccine: www.
interpret data, etc.) tions spread, and what they can do to brainpop.com/health/
keep their family safe. diseasesinjuriesandconditions/
VI. SEEK COMMUNITY fluandfluvaccine
FEEDBACK CONCLUSION Effective Hand Washing Technique
This is an important stage in the cul- This article provides an example of https://twitter.com/2footgiraffe/
turally and socially relevant engineer- how to use a culturally and socially status/1241504810932867077)
ing design process because we urge responsible engineering design pro- National Society of Professional
students to provide critical feedback cess using sociotransformative con- Engineers Code of Ethics www.nspe.
on each other’s design. Again, the structivism. Although we carried out org/sites/default/files/resources/
focus is on supporting collective cre- this activity in a culturally diverse pdfs/Ethics/CodeofEthics/
ativity, not competition. Multiple afterschool program with elementary NSPECodeofEthicsforEngineers.pdf
solutions to the engineering task are and middle school children as well STEM Teaching Tools - Practice
welcome. This helps students believe as in an elementary science methods Brief#55: Why is it crucial to make
that there is no one answer the teacher course, this activity can be modi- cultural diversity visible in STEM
is expecting. After teams share their fied for any grade level. We recognize education
results, we have one volunteer from that addressing equity and social jus- http://stemteachingtools.org/
a different team test another team’s tice issues can be challenging. In fact, brief/55
96 • • MARCH/APRIL 2021STEM Teaching Tools - Practice it in my classroom? Available agency: Innovative strategies for
Brief#53: How to avoid known at www.researchgate.net/ effecting change in urban school
pitfalls associated with culturally publication/237834825_ contexts, ed. A.J. Rodriguez, 47–72.
responsive instruction Sociotransformative_ Rotterdam, Netherlands: Sense
http://stemteachingtools.org/ Constructivism_What_is_it_and_ Publishing.
brief/53 how_can_I_use_it_in_my_classroom Rodriguez, A.J., and C. Zozakiewicz.
Rodriguez, A.J. 2021. 2010. Facilitating the integration
REFERENCES Sociotransformative STEM of multiple literacies through
Rodriguez, A.J. 1998. Strategies education. In STEM road map science education and learning
for counterresistance: Toward 2.0: A framework for integrated technologies. In Science education
sociotransformative constructivism STEM education, eds. Carla C. as a pathway to teaching language
and learning to teach science for Johnson, Erin E. Peters-Burton, literacy, ed. A.J. Rodriguez, 23-45.
diversity and for understanding. and Tamara J. Moore. New York: Rotterdam, Netherlands: Sense
Journal of Research in Science Routledge. Publishing.
Teaching 35 (6): 589–622. Rodriguez, A.J., C. Zozakiewicz, and R.
Rodriguez, A.J. 2018. Sociotrans- Yerrick. 2008. Students acting as SUPPLEMENTAL MATERIALS
formative Constructivism: change agents in culturally diverse Download the Lesson Sequence at
What is it and how can I use schools. In The multiple faces of https://bit.ly/3sF0Dkv.
half PAGE JOURNAL
Alberto J. Rodriguez (rodri193@purdue.edu) is the Mary Endres Chair in Teacher Education, and Professor, Cross-Cultur-
al Science Education, at Purdue University in West Lafayette, Indiana.
NSTA Career Center
3 Simple Steps 1 2 3
to Find Qualified POST INTERVIEW HIRE
Science Teaching
Professionals
The NSTA Career Center is the premier online career resource
It’s really connecting employer to talented science teaching professionals.
that simple… Post your jobs and tap into a concentrated talent pool of
professionals at a fraction of the cost of commercial boards.
Visit the NSTA Career Center to learn more
http://careers.nsta.org
www.nsta.org/science-and-children • 97You can also read
