Literaturnachweis - Detailanzeige
| Autor/inn/en | Hendrich, Suzanne; Licklider, Barbara; Thompson, Katherine; Thompson, Janette; Haynes, Cynthia; Wiersema, Jan |
|---|---|
| Titel | Development of Scientific Thinking Facilitated by Reflective Self-Assessment in a Communication-Intensive Food Science and Human Nutrition Course |
| Quelle | In: Journal of Food Science Education, 17 (2018) 1, S.8-13 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hendrich, Suzanne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1541-4329 |
| Schlagwörter | Nutrition; Thinking Skills; Scientific Research; Self Evaluation (Individuals); Food; Scientists; Student Attitudes; Metacognition; Scores; Guidelines; Teaching Methods; College Students; Nutrition Instruction |
| Abstract | A one-credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking-like-a-scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self-perception of scientific thinking, an important general ability for food scientists. Our objectives were to assess thinking-like-a-scientist using a student self-assessment survey, and analyze their self-reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking-like-a-scientist from the beginning to the end of the course showed gains in self-assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking-like-a-scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students' self-assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students' self-assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students' self-reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self-reflection tools as well as specific learning frameworks to help students to think about and practice thinking-like-a-scientist. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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