Undergraduate Research Conference Proceedings

We have developed a glucose sensing authentic inquiry module for high school students using an electrochemical sensor and glucose oxidase to detect glucose. This 5-day module focuses on equipping students with critical thinking and data analysis skills, while demonstrating the real-world applications of electrochemistry, biochemistry, and medicine. Each day of the module highlights how these fields collaboratively address complex, real-world problems. Beyond scientific skills, the program emphasizes cultivating practical abilities in scientific inquiry and research methodology, as well as heightening their interest in science through helping students grasp the importance of science subjects via their real-world applications. Under the mentorship of experienced professionals, students engage in hands-on experiments, analyze data, and present their findings. By participating in this module, students not only strengthen their academic capabilities but also develop a passion for inquiry-driven learning and interdisciplinary collaboration. Students in high school are often not taught the practical value of the science topics they are learning, and thus may quickly lose interest or lack motivation to learn. However, by tying these topics to real world applications, such as medicine, and engaging students with hands-on experimentation, it may be possible to reignite their interest. We are assessing whether students' interest in science is improved through their involvement with SciTrek in general, and this module in particular. The results of this study will help us evaluate the efficacy of the module and guide future improvements in how we engage students with these STEM topics. Scitrek, founded in 2011 by Dr. Norbert Reich and Dr. Darby Feldwin, is a UCSB based outreach program whose mission is to increase scientific knowledge, interest, and critical thinking skills for K-12 students through hands-on experiential learning, and guided inquiry. Since its launch, Scitrek has worked closely with the Santa Barbara School District (59.9% Latino, 31.1% White, 2.9% Asian, 0.7% Black, 4.9% Multiracial, 0.2% Native, 31.5% economically disadvantaged (US News)) and private schools to bring engaging science modules to local students of all socioeconomic backgrounds. For this study, we continue to work with high school students from this school district and population. Our methods utilize tests to measure content knowledge and science critical thinking skills (ex. Analyzing data, determining if results are statistically significant), and surveys that measure perceptions of science and their role in science (ex. “I believe electrochemistry can be used to solve problems in medicine”, “I see myself as a scientist”).