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1.
Understanding safe food practice is important for home‐based food operators to prevent foodborne illness. Earlier work has found that home‐based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home‐based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home‐based food operators in Iowa through three learning assessments. Twenty‐one participants enrolled in a blended workshop in which participants completed one online module before attending a face‐to‐face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first‐attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first‐attempt performance by question type. The three learning assessment tools resulted in first‐attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis‐style questions had first‐attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application‐style questions were lower with first‐attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format.  相似文献   

2.
Understanding the role of food science education in developing undergraduate students’ intentions to implement Good Manufacturing Practices (GMPs) may be a key strategy in developing the workforce's implementation of GMPs and other food safety programs. Previous research has demonstrated the effects of educational interventions on planned food safety behaviors in various settings; however, none have studied GMPs interventions and college students. This study applied the Theory of Planned Behavior (TPB) to evaluate the effects of a game‐based e‐learning module on undergraduate students’ planned behaviors concerning GMPs. Forty‐four participants were recruited from 42 food science clubs across the United States to complete a game‐based e‐learning module and pre‐ and posttest survey instruments. We compared changes in pre‐ and posttest scores using paired Wilcoxon signed rank tests and explored the role of GMP‐related knowledge and TPB constructs (attitudes, subjective norms, and perceived behavioral controls) in predicting students’ intentions to implement GMPs using multiple linear regression. We modeled pretest scores, posttest scores, and changes in scores while controlling for student demographic factors (for example, year in college, gender, and so on). Only participants’ knowledge and perceived behavioral controls significantly increased (P < 0.05) after completing the game‐based e‐learning module. Posttest regression models explained twice as much variance than pretest models (up to 54% total). Changes in intentions to implement GMPs were predicted by changes in subjective norms, perceived behavioral controls, and knowledge, as well as previous enrollment in food safety courses and interest in working in the food industry. The only predictive variables for both pre‐ and posttest scores were subjective norms, previous enrollment in food safety courses and interest in working in the food industry (P < 0.05). A discussion of how these results provide insights for food safety educators to optimize their teaching impacts was presented.  相似文献   

3.
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   

4.
To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.  相似文献   

5.
Although many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges.  相似文献   

6.
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7.
This study explores how university students representing diverse disciplines and gender differ in their self‐regulation in learning. The definition of self‐regulated learning (SRL) in the present study is based on Pintrich’s and Zimmerman’s theories of SRL and comprises motivational and learning strategies. The sample consisted of 1248 undergraduate students at several Finnish universities. The data were retrieved from the IQ Learn online self‐assessment and tutoring system. Female students scored moderately higher than male students on help‐seeking strategies, utility value and on performance anxiety. Among the diverse disciplines, minor mean differences emerged on all the sub‐dimensions of SRL, though no clear regularity on any discipline’s favour was perceived. However, male and female students of behavioural sciences and female students of sciences scored highest consistently, and the technology students, especially the male students, scored lowest. In the future, the relations between the students’ self‐regulation in learning and instructional approach should be studied further.  相似文献   

8.
The learning initiative described in this paper looks at how the adoption of a flexible, online learning approach can be used to optimize teaching and learning in engineering materials to a variety of engineering disciplines. The main driver for adopting this approach was to increase the effectiveness of delivery of subject matter. Practical examples are given of delivery strategies, activities and assessment protocols. This flexible, online approach required the development and implementation a learning management system for the provision of online lectures, audiovisual material, discovery-based learning activities and communication tools for the guidance of students in the self-management of their personal learning styles. The implementation of such an online initiative led to an encouraging response from both students and staff. This was seen as pivotal in its contribution to the success of the overall learning strategy.  相似文献   

9.
Knowing the subject matter of a secondary‐school science subject   总被引：1，自引：1，他引：0  
This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials.  相似文献   

10.
A vast body of research has indicated the importance of distinguishing new vs. continuing students’ learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for ‘surviving’ in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large-scale replication study, we investigated whether and how the learning satisfaction experiences of 16,670 new vs. 99,976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs.  相似文献   

11.
Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations.  相似文献   

12.
High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components.  相似文献   

13.
Abstract: With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help integrate food science education across the high school curriculum, new educational materials on microbiological food safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and regulations. The ready‐to‐implement educational materials support educational content standards and various learning styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne illness, interactive web‐based activities, and supporting materials for teachers and classroom display. Exposure to the materials in a 1‐d workshop positively impacted educator familiarity with general microbiology, food safety strategies, regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably on applicability, anticipated ease of implementation, and anticipated reception by students.  相似文献   

14.
The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.  相似文献   

15.
Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX.  相似文献   

16.
The present study examines the effect of three different structured methods, traditional, independent and problem‐solving, of teaching children arithmetic in the beginning of 7th grade in Sweden, age 13 years. The progress made by these students is presented by measures of their arithmetic ability, calculation and quantitative concept, as well as their self‐regulated learning skills in mathematics, characterised as internal and instrumental motivation, self‐concept and anxiety. The results will be discussed with reference to a socio‐cultural perspective. This study has a split‐plot factorial design with time as within‐subject and type of intervention as a between‐subject factor. The results show that there are no significant differences between teaching methods when assessing arithmetic in total and calculation. Students’ progress in quantitative concepts is significantly better if teachers teach traditionally or with a problem‐based curriculum. In order to develop aspects of self‐regulating learning skills, the results show that pupils would benefit in a traditional or problem‐solving curriculum. Problem‐solving seems to be more effective than traditional and independent work for students’ internal motivation. Traditional work and problem‐solving are more effective than independent work for students’ self‐concept.  相似文献   

17.
Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses.  相似文献   

18.
The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science‐based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate‐level, food chemistry course; measure students’ performance on three online examinations; and compare students’ performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a “do over” on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors.  相似文献   

19.
One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer‐based teaching modules that take advantage of animation, web‐based or off‐campus learning experiences directed at engaging students’ creative experiences. We used the learning objectives of one of the most difficult topics in food chemistry, enzyme kinetics, to test this concept. Students are apprehensive of this subject and often criticize the staid instructional methods typically used in teaching this material. As a result, students do not acquire a useful background in this important subject. To rectify these issues, we developed an interactive augmented reality application to teach the basic concepts of enzyme kinetics in the context of an interactive search that took students to several locations on campus where they were able to gather raw materials and view videos that taught the basics of enzyme kinetics as applied to the production of high fructose corn syrup (HFCS). The students needed this background to prepare for a mock interview with an HFCS manufacturer. Students and instructors alike found the game to be preferable to sitting in a classroom listening to, or giving, a PowerPoint presentation. We feel that this use of gaming technology to teach difficult, abstract concepts may be a breakthrough in food science education and help alleviate the drain on administrative budgets from multiple wet labs.  相似文献   

20.
The incorporation of self- and peer-assessment and feedback has significant potential as a pedagogical strategy to promote deep learning in project based coursework. This study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. It also examined the impact on student learning outcomes within a project based module with a significant design element. Forty-seven students participated in the pilot of an online peer feedback system. Results suggest that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback. The data also indicate that the incorporation of self- and peer-assessment and feedback resulted in higher quality learning outcomes and enhanced critical thinking skills.  相似文献   

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