Development of Scientific Thinking Facilitated by Reflective Self‐Assessment in a Communication‐Intensive Food Science and Human Nutrition Course |
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| Authors: | Suzanne Hendrich Barbara Licklider Katherine Thompson Janette Thompson Cynthia Haynes Jan Wiersema |
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| Affiliation: | 1. Food Science and Human Nutrition, Iowa State Univ., Ames, IA 50011, U.S.A;2. School of Education, Iowa State Univ., Ames, IA 50011, U.S.A;3. Natural Resource Ecology and Management, Iowa State Univ., Ames, IA 50011, U.S.A;4. Horticulture, Iowa State Univ., Ames, IA 50011, U.S.A |
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| Abstract: | A one‐credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking‐like‐a‐scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self‐perception of scientific thinking, an important general ability for food scientists. Our objectives were to assess thinking‐like‐a‐scientist using a student self‐assessment survey, and analyze their self‐reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking‐like‐a‐scientist from the beginning to the end of the course showed gains in self‐assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking‐like‐a‐scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students’ self‐assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students’ self‐assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students’ self‐reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self‐reflection tools as well as specific learning frameworks to help students to think about and practice thinking‐like‐a‐scientist. |
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| Keywords: | assessment pedagogy reflection scientific thinking survey |
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