Measuring and enhancing reasoning abilities of nutrition graduate students—A Piagetian approach

Abstract

Piagetian theory can provide a useful framework for understanding the difficulties that some students have in learning abstract concepts in nutrition and in performing complex problem-solving tasks. These tasks require the use of reasoning skills that Piaget labels as “formal” and others label as “reflective thinking” or “critical thinking.” In this study the reasoning skills of graduate nutrition students were assessed on the basis of their performance on tests derived from the work of Piaget. Only about 45% of the students used formal reasoning predominantly. Another 20% used concrete reasoning skills predominantly, and the remaining 35% used elements of both. Teaching strategies suggested by Piagetian theory resulted in significant gains in the use of more effective reasoning skills whereas the traditional lecture-discussion format did not. Implications for the education and training of nutritionists are discussed.