Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

Autor/inn/en	Bohn, Dawn M.; Schmidt, Shelly J.
Titel	Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course
Quelle	In: Journal of Food Science Education, 7 (2008) 1, S.5-13 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/j.1541-4329.2007.00042.x
Schlagwörter	Foods Instruction; Learning Activities; Safety; Nutrition; Food Standards; Experiential Learning; Metacognition; Microbiology; Introductory Courses; Student Surveys; Self Evaluation (Individuals); Instructional Effectiveness; Diseases; Disease Control; Safety Education; Health Behavior; Health Promotion; Prevention; Nutrition Instruction; Health Education; Science Education; Science Instruction; Large Group Instruction; College Students + Suchen Sie Ihr Suchwort? Lebensmittelkunde; Lernaktivität; Sicherheit; Ernährung; Lebensmittelgesetz; Experiental learning; Erfahrungsorientiertes Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mikrobiologie; Einführungskurs; Schülerbefragung; Unterrichtserfolg; Disease; Krankheit; Sicherheitserziehung; Health behaviour; Gesundheitsverhalten; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Prävention; Vorbeugung; Nutrition education; Ernährungserziehung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent
Abstract	Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and mastery of the subject matter. The objectives of this study were to (1) create and implement 2 experiential learning activities in our introductory, large enrollment course and (2) evaluate their cognitive and affective impact on student learning. For the 1st activity, completed in class during the nutrition and health section, the instructional team asked the students to complete a dietary intake assessment. For the 2nd activity, completed via the course website, the instructional team asked the students to complete a food safety survey prior to the commencement of the food microbiology and processing section to assess the students' own personal food safety behaviors. The students were asked to evaluate both the cognitive and affective aspects of the experiential learning activities by completing a reflective questionnaire after participating in each activity. The majority of the students that participated in the experiential learning activities reported that the activities helped them learn the course material (97% for the dietary intake activity and 77% for the food safety activity) and that they liked participating in the activity (85% for the dietary intake activity) or were engaged by the activity (77% for the food safety activity). These results indicate that experiential learning activities can be successfully created for and implemented in large enrollment courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10