Food Science Course Research Articles

Improving Oral Communication Skills of Students in Food Science Courses

ABSTRACT: Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self‐evaluations, course evaluations, final grades, and the instructors' observations were used to evaluate the effectiveness of the communication activities. Students learned professional language and practiced professional behaviors. These types of practice opportunities are critical to students' development and important for the food science profession.

Hands‐on, Demonstration, and Videotape Laboratories for Non‐Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency

ABSTRACT: Student achievement, attitude, and instructional efficiency were determined for hands‐on and for live and videotape demonstration laboratories for nonscience majors. Each of 3 laboratory sections experienced 3 different teaching methods for one 4‐wk unit. No significant difference in achievement was found among the laboratory methods. An attitude survey indicated a significant positive change in attitude toward live demonstration, with a negative change toward the hands‐on and videotape methods. Videotape demonstration was the most economical method based on monetary and time expenditures, followed by live demonstration. Findings support using a variety of laboratory teaching methods, with the particular method based on appropriateness to students' learning needs; particular information, lesson, or unit of study taught; and instructional purpose.

An Immersion Approach to Teaching Food Science

ABSTRACT: Introductory Food Science courses are most often lecture‐based courses, but some include limited laboratory experiences. As described in this paper, the course minimizes lecture and maximizes experiential or “hands‐on” learning by using an immersion approach to teach basic concepts of food science. Additionally, it requires students to work in groups to accomplish tasks, thus providing valuable experience in working cooperatively. The course has been taught in this basic manner at Ohio State for 10 y. Analysis of pre‐test and post‐test results shows that none of the students pass the pre‐test and 92% pass the post‐test. In 2002, the average increase in scores from the pre‐test to the post‐test was 65.7 ± 14.7 (n = 22).

Integrating Problem‐based Learning in an Introductory College Food Science Course

ABSTRACT: Problem‐based learning (PBL) activities incorporated into an introductory food science course can aid in student understanding of basic food science principles while developing students' problem‐solving and critical thinking skills. This article describes one example of how problem‐based learning was introduced into an introductory food science course designed for food and nutrition majors. Included are the problems that were developed for the course and the observed outcomes of the problem‐based learning activities. Integrated problem‐based learning aided students in developing communication, problem‐solving, self‐directed learning, and other desired skills and demonstrates the potential to be an enjoyable and challenging classroom experience for both students and teachers. However, poor problem design, such as introducing numerous problems for one subject area, may generate unanticipated quick answer approaches to solving problems.

On‐line Compared with Face‐to‐face Introductory Food Science Courses: An Assessment

ABSTRACT: This study tracked and compared the performance of traditional classroom and on‐line students in 2 introductory level food science classes. Student evaluations were also compared for the 2 groups. All of the Face‐to‐face (FTF) students were full‐time college students. Seventynine percent of on‐line students lived over 50 miles from campus. About 21% of the on‐line enrollments were of skilled workers from the food industry. Performance on standardized exams was significantly higher for on‐line students. Student evaluations were very positive for both forms of instruction. Differences in maturity, academic load, motivation, class standing, and experience/knowledge of the food industry may have all played a role in the observed results. Although our study cannot differentiate between these effects, it is apparent that on‐line food science instruction can be an effective alternative for individuals who are unable to attend traditional courses.

Internet-Based Education

Five Internet-based food science and food law-related courses are offered through the Department of Food Science and Human Nutrition at Michigan State University. Increasingly popular, electronic and Internet-based distance education resources are attractive alternatives to those interested in learner-centered teaching, those needing flexibility in scheduling and access, and self-directed learners. Valuable media for interaction and collaboration are derived from synchronous and asynchronous Internet resources such as archived audio and video resources, real-time and asynchronous student-instructor communication by way of E-mail, chat rooms, and whiteboards. This article describes the technologic support and resources required for educators who are contemplating the adoption of distance learning resources in their courses and programs.

Acquisition of Nutrient Composition Knowledge—A Limited Retention Phenomenon

LEARNING OUTCOME: Participants will recognize advanced nutrition students exhibit only a small increment in food composition knowledge compared to beginning students. Registered dietitians must acquire and retain information about nutrient composition to effectively and quickly interact with clients regarding nutrient choices. Traditionally, students gained knowledge about nutrient composition through course work and applications such as dietary analyses, menu planning, and label comparisons. The purpose of this study was to determine the differences in ability to recall and manipulate nutrient composition data of beginning and advanced nutrition students at six locations across the country. Students completed a 32 item multiple choice test on vitamin A, folic acid, calcium, and iron. The test was developed in Fall 1996 and administered early in 1997 to 472 students, 393 beginning and 129 advanced. Mean scores at the six institutions ranged from 9 to 11 for beginning students and 14 to 15 for advanced. The mean score for all beginning students was 10 ± 3, or 31 ± 10% (mean ± standard deviation); advanced students scored 14 ± 3 (p<0.001), or 44 ± 9%. The low score for advanced students, who have completed introductory nutrition and food science courses, may indicate limited acquisition or retention of nutrient composition knowledge. It is possible that alternate instructional methods, more attention to repetition of major themes, or additional applied experience could enhance acquistion and/or retention of knowledge. Funded in part by USDA Higher Education Challenge Grant.

Biotechnology development in Hong Kong: An innovative food science and technology degree course for in-service higher diploma graduates

Biotechnology development in Hong Kong: An innovative food science and technology degree course for in-service higher diploma graduates

Food science instruction in undergraduate dietetic education

To assess the current status of food science instruction in undergraduate dietetic education, a survey was conducted of those persons responsible for teaching this subject in 267 Plan IV and 65 Coordinated Undergraduate Programs. Responses were received from 155 institutions offering a total of 177 programs. Factors examined included the number and academic background of faculty members teaching food science, the structure of the first course in food science, the structure of advanced food science courses required or offered to undergraduate dietetic students, and perceived adequacy of course content. Fifty-eight percent of the respondents had or were candidates for doctoral degrees, and 37% had master's degrees. The results indicated that although all programs offered a beginning course in food science, the required prerequisites and level of difficulty of subject matter varied. Fifty-three percent of the programs required at least one advanced food science course. More than 95% of both beginning and advanced courses are structured to include both lecture and laboratory. Although a majority of respondents indicated satisfaction with the adequacy of course content currently being offered, many made recommendations for improvements. Other concerns included difficulty in locating textbooks and other suitable instructional materials, isolation from others teaching food science, and a lack of standards for content to be included in basic and advanced courses.

Undergraduate teaching of food rheology at the University of Leeds

The basic food science course at Leeds University takes four years and leads to the degree of B.Sc. Since entrants have variable mathematical ability the food rheology course is divided into a basic non-mathematical course for all students in the second year and a mathematical component for selected students only, in the fourth. Courses are kept up to date by a study of the literature, and the circulation of questionnaires to the British Food Industry.

What Is Worth Knowing and What Can Be Taught

Previous articleNext article No AccessWhat Is Worth Knowing and What Can Be TaughtDavid R. OlsonDavid R. Olson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 82, Number 1Nov., 1973 Article DOIhttps://doi.org/10.1086/443113 Views: 14Total views on this site Citations: 15Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1973 The University of ChicagoPDF download Crossref reports the following articles citing this article:William F. McComas Seeking historical examples to illustrate key aspects of the nature of science, Science & Education 17, no.2-32-3 (Feb 2007): 249–263.https://doi.org/10.1007/s11191-007-9081-yH.L. Johnson, B.L. Trout, C.J. Brekke, L.O. Luedecke Hands-on, Demonstration, and Videotape Laboratories for Non-Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency, Journal of Food Science Education 3, no.11 (May 2006): 2–7.https://doi.org/10.1111/j.1541-4329.2004.tb00033.xPinchas Tamir Science Assessment, (Jan 1996): 93–129.https://doi.org/10.1007/978-94-011-0657-3_4Isabel Alarcão, António Moreira Technical Rationality and Learning by Reflecting on Action in Teacher Education: dichotomy or complement?, Journal of Education for Teaching 19, no.11 (Jan 2011): 31–40.https://doi.org/10.1080/0260747930190104Isabel Alarcão, António Moreira Technical Rationality and Learning by Reflecting on Action in Teacher Education: dichotomy or complement?, Journal of Education for Teaching 19, no.44 (Aug 2006): 183–191.https://doi.org/10.1080/0260747930190416William Ives Evaluating new multimedia technologies for self-paced instruction, Evaluation and Program Planning 15, no.33 (Jul 1992): 287–296.https://doi.org/10.1016/0149-7189(92)90093-APinchas Tamir, Rodney L. Doran, Yeoh Oon Chye Practical skills testing in science, Studies in Educational Evaluation 18, no.33 (Jan 1992): 263–275.https://doi.org/10.1016/0191-491X(92)90001-TKenneth Tobin Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning, School Science and Mathematics 90, no.55 (Mar 2010): 403–418.https://doi.org/10.1111/j.1949-8594.1990.tb17229.xPinchas Tamir Subject matter and related pedagogical knowledge in teacher education, Teaching and Teacher Education 4, no.22 (Jan 1988): 99–110.https://doi.org/10.1016/0742-051X(88)90011-XByung-Soon Choi, Eugene Gennaro The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept, Journal of Research in Science Teaching 24, no.66 (Sep 1987): 539–552.https://doi.org/10.1002/tea.3660240604T. G.K. Bryce, I. J. Robertson What can they do? A review of practical assessment in Science, Studies in Science Education 12, no.11 (Mar 2008): 1–24.https://doi.org/10.1080/03057268508559921Avi Hofstein, Vincent N. Lunetta The Role of the Laboratory in Science Teaching: Neglected Aspects of Research, Review of Educational Research 52, no.22 (Jun 2016): 201–217.https://doi.org/10.3102/00346543052002201Vincent N. Lunetta, Avi Hofstein Simulations in science education, Science Education 65, no.33 (Jul 1981): 243–252.https://doi.org/10.1002/sce.3730650302Robert M. Gagné, Richard T. White Memory Structures and Learning Outcomes, Review of Educational Research 48, no.22 (Jun 2016): 187–222.https://doi.org/10.3102/00346543048002187David R. Olson Mass media versus schoolmen: The role of themeans of instruction in the attainment of educational goals, Interchange 5, no.22 (Jun 1974): 11–17.https://doi.org/10.1007/BF02138825