Bridging the Gap: A Framework for Integrating Chemical Engineering Principles into Secondary Science Curricula

Abstract

Abstract

Background: A significant pedagogical gap persists between secondary school chemistry curricula, which predominantly focus on benchtop "test-tube" science, and professional chemical engineering practices that emphasize large-scale industrial systems. Traditional curricula often neglect the physical, economic, and systemic constraints—such as mass balances, fluid dynamics, and process intensification—leaving students to perceive chemistry as an abstract theoretical exercise rather than a scalable tool for solving global crises.

Aims: This study aims to evaluate the effectiveness of a transformative framework designed to integrate chemical engineering principles into secondary science education. The primary focus is to facilitate a transition from isolated reaction observation toward integrated systems thinking using the "Unit Operations" model, thereby enhancing students' problem-solving capabilities and career interest in applied engineering.

Method: A mixed-methods quasi-experimental design was employed, involving 120 secondary students (Grades 10–12). Participants were divided into a control group, receiving standard chemistry instruction, and an experimental group, utilizing the "Integrated Process Systems" framework. The experimental group engaged in hands-on pilot projects, including biofuel synthesis and water desalination, which emphasized mass and energy balances. Data were collected through pre- and post-tests of systems-thinking proficiency, the Student Attitudes Toward STEM (S-STEM) survey, and semi-structured focus group interviews for qualitative insights.

Results: Quantitative results indicated that the experimental group significantly outperformed the control group in solving complex mass balance problems, achieving a post-test mean score of 88.4% compared to the control group’s 74.1% ($p < .05$). Qualitatively, students demonstrated a sharp increase in engineering intuition, successfully identifying thermal efficiencies and economic bottlenecks in production scales. Furthermore, interest in chemical engineering careers within the experimental group rose by 42%. These findings suggest that early exposure to systems thinking not only strengthens conceptual mastery but also provides a more accurate and inspiring pathway toward careers in the applied sciences.

Keywords: Chemical Engineering, Secondary Education, Systems Thinking, Unit Operations, STEM Education, Mass Balances.