Developing Critical Thinking Skills in Food Systems Management Education: A Comparison of Traditional Lecture-Discussion Methods And Electronic Instructional Software

Abstract

A project was funded to investigate ways to enhance critical thinking skills in dietetics education. As part of the project, dietetics and hospitality management students, who were enrolled in an advanced food systems management course, participated in a study to compare the effect of using a traditional classroom method and an electronic interactive instructional software method on students’ critical thinking skills.In three consecutive semesters, a total of 104 students were randomly assigned to either the “traditional” (lecture-discussion) treatment or the “on line” (electronic instructional software) treatment. Demographic data for major, gender, age, and cumulative grade point average were collected. The text, content of lectures, and student activities for each group were identical. To provide students with opportunities to develop and utilize critical thinking skills, class activities and assignments were developed according to critical thinking theory and literature. Critical thinking skills were measured using the California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory. These instruments allow for twelve dimensions of critical thinking to be investigated. Pre- and post- tests were also administered to measure food service management knowledge and attitude toward technology.The pre- and post- test results of critical thinking measurement are currently being statistically analyzed using the Student t-test and multivariate analysis to measure statistical differences in instructional delivery. The results of this project will be used to develop methods of incorporating critical thinking activities in food systems management curricula.