Enhancing Undergraduate Research Experience through a Food Science Research Project

Autor/inn/en	Lee, Yee Ming; Burnett, Donna
Titel	Enhancing Undergraduate Research Experience through a Food Science Research Project
Quelle	In: Journal of Food Science Education, 18 (2019) 1, S.11-20 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yee Ming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12152
Schlagwörter	Undergraduate Students; Student Research; Science Instruction; Student Interests; Self Efficacy; Pretests Posttests; Scores; Research Projects; Student Attitudes; Mentors; Guidelines; Group Dynamics; Foods Instruction + Suchen Sie Ihr Suchwort? Studentenforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Forschungsvorhaben; Schülerverhalten; Richtlinien; Gruppendynamik; Lebensmittelkunde
Abstract	Engaging undergraduate students in research has become increasingly important due to its potential benefits (for example, increased intention to pursue postgraduate study and enhanced understanding of theoretical knowledge). This study investigated whether a comprehensive food science research project that was incorporated into the laboratory component of an Experimental Study of Foods course would enhance student knowledge, confidence, and interest in research. A total of 84 students participated in two sections of the laboratory (2016, n = 39; 2017, n = 45). Scores for pre and posttests and questionnaires were used to determine if the differences in knowledge scores and ratings for confidence in doing research were significant. Knowledge scores indicated that participants were knowledgeable about research at baseline (2016, 7.31 ± 1.15; 2017, 6.89 ± 0.1.21; maximum of 10 points). Results of the t-tests showed that the change in knowledge scores before and after the project was not statistically significant; however, the level of confidence in performing various research skills (for example, identify research questions, formulate hypotheses, design an experiment) significantly increased upon project completion. In general, students demonstrated favorable attitudes toward the research project at the end of this project. Qualitative responses were organized into three themes that related to the "input" (elements that made the project successful), "process" (how the project was conducted), and "outcomes" (reported gains or benefits) of the project. Recommendations were made in terms of mentorship, research guidelines and topics, and group culture to improve future projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01