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1.
There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors.  相似文献   

2.
A successfully targeted intervention can influence food safety knowledge, attitudes, and behaviors, as well as encourage participants to recognize their own responsibility for safe food handling. This acknowledgement of an individual's responsibility and capacity to address food safety can be understood as self‐efficacy of food safety (SEFS). This study investigated the impact of a specific educational intervention, Hands On: Real‐World Lessons for Middle School Classrooms, curriculum on SEFS in adolescents and was guided by two research questions: (1) to what extent can an existing food safety curriculum impact students’ SEFS, and (2) to what extent does a relationship exist between changes in self‐efficacy and changes in food safety behavior, particularly when controlling for knowledge gains. A total sample of 424 students across 6 states participated in this study. Teachers were trained to implement the Hands On program in their classrooms and then students were administered a pre‐ and posttest to measure the impact of the program on knowledge, food safety‐related behaviors, and SEFS. The data indicated that there is a strong predictive relationship between SEFS and positive behavior change. Additionally, the Hands On program was effective at increasing students’ SEFS.  相似文献   

3.
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4.
An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.  相似文献   

5.
Abstract

This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning.  相似文献   

6.
Educational researchers have indicated that although computer games have the potential to promote students’ motivation and engagement, the work on how to design effective games that fulfil educational purposes is still in its infancy. This study aimed to examine how integration of self-explanation into a computer game affected primary schoolers’ acquisition of light and shadow concepts. The participants were randomly assigned to either an experimental group or a control group and played a computer game with or without self-explanation prompts individually as a treatment. Students’ conceptual understanding was evaluated through a pretest and a posttest administered right after the treatment. The results revealed that by controlling the pretest scores, students who played the game with self-explanation features did not outperform those who played the game without any prompts in the posttest. Further analyses of the experimental group students’ responses to the self-explanation prompts also indicated that the students with more correct responses to the prompts did not perform better than those with lower accuracy rates. The deficits in the use of self-explanation prompts are identified, and possible improvements to enhance the function of self-explanation in educational games are proposed.  相似文献   

7.
Academic performance is predicted by a multitude of demographic, contextual, cognitive, and noncognitive factors. The noncognitive factors predicting achievement in mathematics that have previously been investigated in depth are study skills, confidence, self-efficacy, and personality traits (Kyllonen, 2012). Limited applied research has explored the predictive value of attitudes and beliefs in mathematics achievement using representative data of U.S. students. The current study uses the theory of planned behavior (TPB) to explain high school students’ performance in mathematics in large-scale assessment data by using the PISA 2012. Along with key demographic factors, results indicated that students’ attitudes, subjective norms, and perceived behavioral control beliefs explained 21.1% of the variability in intentions to pursue and major in mathematics in the future, 59.4% of the variability in behavioral engagement with mathematics learning, and 30.7% of the variability in mathematics performance.The study results have implications on: (1) the applicability of an attitude-behavior framework in educational research for understanding academic performance, (2) the importance of perceived control and self-efficacy beliefs for predicting behavioral engagement in mathematics (e.g., paying attention in class, completing homework, studying for exams) and subsequent mathematics performance, and (3) the practical significance of students’ attitude towards mathematics on their intentions to pursue mathematics coursework in post-secondary education and possess math-relevant career aspirations.  相似文献   

8.
This research investigated the effect of reflective discussions following inquiry‐based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty‐eight grade six students from a Lebanese school participated in the study. The study used a pretest–posttest control‐group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open‐ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open‐ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open‐ended questionnaire used as pre‐ and posttest, answers to the open‐ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi‐structured interviews. Results indicated that explicit and reflective discussions following inquiry‐based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry‐based instruction. Moreover, implicit inquiry‐based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1229–1252, 2010  相似文献   

9.
This study aimed at providing explanation and prediction of principals’ inclusive education intentions and practices under the framework of the Theory of Planned Behaviour (TPB). A sample of 209 principals from Hong Kong schools was surveyed using five scales that were developed to assess the five components of TPB: attitude, subjective norm, perceived behaviour control, intention, and behaviour. Rasch analysis was utilised to examine the psychometric quality of the scales and generate principals’ measures, which were subsequently subjected to path analysis to investigate the relationships among the five components. The results revealed a good model–data fit. Principals’ attitude and perceived subjective norm were strong and significant predictors of their intention to implement inclusive education. The predictive power of perceived behaviour control on intention was not significant. Intention and perceived behaviour control were found to have significant predictive power for principals’ reported inclusive practice. The implications of the findings are discussed.  相似文献   

10.

This paper describes the unique challenges that students with learning disabilities (LD) experience in science studies and addresses the question of the extent to which science teachers are willing and prepared to teach in inclusive classrooms. We employed the theory of planned behavior (TPB), according to which behavioral intentions are a function of individuals’ attitudes toward the behavior, their subjective norms, and their perceived control—i.e., their perception of the simplicity and benefits of performing the behavior. The study comprised 215 junior high school science teachers, who answered a TPB-based quantitative questionnaire. Semi-structured interviews were conducted to support and enrich the findings and conclusions. We found that teachers held positive attitudes and were willing to adapt their teaching methods (perceived control), which correlated and contributed to their behavioral intention. In terms of subjective norms, however, they felt a lack of support and ongoing guidance in providing the appropriate pedagogy to meet the needs of students with LD. We therefore recommend that educational policy makers and school management devote attention and resources to providing professional training and appropriate instructional materials and to establishing frameworks for meaningful cooperation between the science teachers and special education staff. This could ensure the efficient cooperation and coordination of all the involved parties and send a positive message of support to the science teachers who are the actual implementers of change.

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11.
The purpose of the present study was to explore the effect of both short‐ and long term Child‐Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short‐term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long‐term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre‐ to posttest. Post hoc analyses indicated that the short‐term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. © 2008 Wiley Periodicals, Inc.  相似文献   

12.
This study examined an extended theory of planned behaviour (TPB) model that specified factors affecting students’ intentions to collaborate online for group work. Past behaviour, past experience and actual behavioural control were incorporated in the extended TPB model. The mediating roles of attitudes, subjective norms and perceived behavioural control were also examined. Data were collected from primary and secondary students in Hong Kong (N = 957). The partial least square approach to structural equation modelling was used to analyse the a priori hypothesised model. In general, the model fitted the data very well and the major relationships were found to be significant. The results indicated that past experience and actual behavioural control played individual roles in the model. Theoretical and practical implications are considered in this study.  相似文献   

13.
Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.  相似文献   

14.
This study employed group randomized trials to investigate the effects of self‐ and peer‐monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results indicated that there was a significant interaction effect between the intervention and students’ pretest scores on academic vocabulary acquisition; the intervention was more effective for students with lower scores in the pretest than those with higher scores. In addition, there was a significant intervention effect on content knowledge acquisition; the effect size of the growth of the treatment group on the content knowledge test was significantly larger than that of the comparison group. Teacher interviews also revealed that teachers viewed the intervention positively. Implications for practice and suggestions for future research are discussed.  相似文献   

15.
In this study, 188 master‐level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3–20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master‐level students’ scores on an FBA knowledge test increased from 13.2% to 68.8% correct. Changes in pupils’ target behaviors were evaluated with a total of 114 AB single‐subject designs and combined data with one‐group pretest–posttest designs. Comparing medians of means, disruptive behaviors decreased by 77.8% and aggressive behaviors by 88.7%, whereas task engagement increased by 91.5% after intervention. Nonparametric Wilcoxon signed‐ranks tests for related samples showed that changes were statistically significant for all groups with sufficient sample sizes. Adjusted effect sizes ranged from d = .5 to 1.6. Results indicate that positive changes in student behavior problems can be attained with function‐based interventions conducted by teams trained through a distance education course.  相似文献   

16.
Perceptions of the elderly were determined for 42 4‐ and 5‐year‐old children. The Social Attitude Scale of Ageist Prejudice (SASAP) was used to examine how these young children perceived elderly people after being exposed to a developmentally appropriate classroom curriculum that focused on the characteristics and positive aspects of the elderly. In a pretest‐posttest design, a decrease in prejudice score was found for children in the experimental group from pretest to posttest; an increase in prejudice score was determined for the control group. Results of this study also indicate that young children are more negative toward elderly persons’ abilities than toward their social characteristics and that level of grandparent visitation is unrelated to SASAP score.  相似文献   

17.
Importance of online learning has become more critical with the advent of a global pandemic. Effective online learning requires design characteristics that support learning that crosses traditional disciplinary boundaries. The example of educational delivery of food safety encompasses multiple disciplines to prepare students for real‐world situations, practical problem‐solving, and to be “future proof” as food safety becomes more quantitative. This study explicates how six simulation‐based learning modules were evaluated, two each in microbiological growth/inactivation, food process dynamics with microbiological growth/inactivation, and risk assessment. Each group of three modules was targeted to the students in undergraduate food science and engineering programs. Altogether, the 6 modules were implemented and assessed in 17 courses at 14 universities over 5 years. The effectiveness of the module‐based approach was sustained across subject matter (microbiology, process, and risk), disciplines (food science and engineering), and their implementations. Students’ and instructors’ survey responses indicated the modules’ value in real‐world and practical problem‐solving ability. Instructors were also motivated to implement the modules as they saw the potential for improvement in student understanding, how modules reinforced course learning outcomes, the quality of support provided with modules, and their ability to replace existing course assessment without adding work for the instructor or the students. This self‐learning, module‐based approach to introduce interdisciplinary content employed has proven successful. The template for making these modules is described in sufficient detail so future modules can be built for a wide variety of subject matter beyond food safety.  相似文献   

18.
Minimal evidence exists regarding the retrospective pretest’s effectiveness as a tool to obtain usable, indirect evidence of student learning in open admissions institutions. The researcher conducted this study to determine if a retrospective pretest more accurately detected a change in students’ knowledge compared to a conventional pretest–posttest. The researcher designed a 17‐item inventory covering course objectives, and students were randomly assigned to either a retrospective pretest (referred to as post‐then) or a conventional pretest–posttest group. Findings indicated that participants in the post‐then group reported a greater change in knowledge compared to the conventional group. This finding supported the use of the retrospective pretest as a tool for getting usable, indirect evidence of student learning. Future research needs to examine response effect, alternative ways of calculating treatment effect and the confounding influences of other perceptual variables.  相似文献   

19.
Consumer confidence and trust, as it relates to the food system, is one of the most sensitive areas within consumers’ understanding of food. Surveys have shown that a large majority of people would like to learn more about agriculture and food manufacturing, with young people being among those most eager for more information about where their food comes from. Food‐focused educational resources often go unused due to teachers’ lack of familiarity with the subject area, the pressures of standardized testing, and lack of alignment to state content standards. Building on the success of the Hands On Classrooms platform that developed and validated curricula with high adoption rates by teachers and a demonstrated impact on student knowledge and self‐efficacy, a new curriculum on food system and food processing was developed and pilot tested. Two teachers from rural Virginia and Tennessee participated in the study. Both teachers received online professional development prior to implementation. Students were given pretests and posttests to measure (a) what impact does the curriculum have on students’ knowledge of food systems and processing and (b) to what extent does the curriculum have an impact on student's self‐reported skills related to these topics? A total of 87 students completed the assessments and showed significant improvements from pretest to posttest on both knowledge (p < .001) and skills (p < .001) related specifically to where food comes from and how it is processed, content that is typically not covered in middle school curriculum. Further research can be undertaken to measure the impact on others in different geographic and socioeconomic areas to provide additional data to validate the program.  相似文献   

20.
Career and educational opportunities in food science and food safety are underrecognized by K‐12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K‐12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness concerning career and educational opportunities in food science and food safety and to improve the nature of science understanding among K‐12 students, a series of problem‐based learning modules was developed and pilot tested with a total of 61 K‐12 students. Results of pre‐ and postevaluations and assessments indicated that (1) interest in science, food science, and food safety increased and (2) content knowledge related to the nature of science, food science, and food safety was improved. We further suggest that these modules provide opportunities for educators in traditional as well as extracurricular settings to demonstrate important concepts contained in the newly released Next Generation Science Standards.  相似文献   

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