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1.
James William Swart Jennifer Richards Weiyi Zhao 《Journal of Food Science Education》2020,19(2):74-84
Consumer confidence and trust, as it relates to the food system, is one of the most sensitive areas within consumers’ understanding of food. Surveys have shown that a large majority of people would like to learn more about agriculture and food manufacturing, with young people being among those most eager for more information about where their food comes from. Food‐focused educational resources often go unused due to teachers’ lack of familiarity with the subject area, the pressures of standardized testing, and lack of alignment to state content standards. Building on the success of the Hands On Classrooms platform that developed and validated curricula with high adoption rates by teachers and a demonstrated impact on student knowledge and self‐efficacy, a new curriculum on food system and food processing was developed and pilot tested. Two teachers from rural Virginia and Tennessee participated in the study. Both teachers received online professional development prior to implementation. Students were given pretests and posttests to measure (a) what impact does the curriculum have on students’ knowledge of food systems and processing and (b) to what extent does the curriculum have an impact on student's self‐reported skills related to these topics? A total of 87 students completed the assessments and showed significant improvements from pretest to posttest on both knowledge (p < .001) and skills (p < .001) related specifically to where food comes from and how it is processed, content that is typically not covered in middle school curriculum. Further research can be undertaken to measure the impact on others in different geographic and socioeconomic areas to provide additional data to validate the program. 相似文献
2.
Effects of a Game‐Based e‐Learning Module on Undergraduate Food Science Students’ Planned Behaviors Concerning Good Manufacturing Practices 
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下载免费PDF全文 Clinton D. Stevenson Kinsey Porter Kathryn T. Stevenson 《Journal of Food Science Education》2018,17(4):111-117
Understanding the role of food science education in developing undergraduate students’ intentions to implement Good Manufacturing Practices (GMPs) may be a key strategy in developing the workforce's implementation of GMPs and other food safety programs. Previous research has demonstrated the effects of educational interventions on planned food safety behaviors in various settings; however, none have studied GMPs interventions and college students. This study applied the Theory of Planned Behavior (TPB) to evaluate the effects of a game‐based e‐learning module on undergraduate students’ planned behaviors concerning GMPs. Forty‐four participants were recruited from 42 food science clubs across the United States to complete a game‐based e‐learning module and pre‐ and posttest survey instruments. We compared changes in pre‐ and posttest scores using paired Wilcoxon signed rank tests and explored the role of GMP‐related knowledge and TPB constructs (attitudes, subjective norms, and perceived behavioral controls) in predicting students’ intentions to implement GMPs using multiple linear regression. We modeled pretest scores, posttest scores, and changes in scores while controlling for student demographic factors (for example, year in college, gender, and so on). Only participants’ knowledge and perceived behavioral controls significantly increased (P < 0.05) after completing the game‐based e‐learning module. Posttest regression models explained twice as much variance than pretest models (up to 54% total). Changes in intentions to implement GMPs were predicted by changes in subjective norms, perceived behavioral controls, and knowledge, as well as previous enrollment in food safety courses and interest in working in the food industry. The only predictive variables for both pre‐ and posttest scores were subjective norms, previous enrollment in food safety courses and interest in working in the food industry (P < 0.05). A discussion of how these results provide insights for food safety educators to optimize their teaching impacts was presented. 相似文献
3.
论新课程与中小学教师培训 总被引：2，自引：0，他引：2
向纯武 《湖南师范大学教育科学学报》2004,3(2):118-120
以课程改革为核心内容的本次基础教育改革，呈现了全新的教育教学理念，推出了全新的课程体系，提出了全新的课程目标。新课程推进、实施的关键在教师。如何使我国现有的中小学教师从教育教学理念、专业知识和技能等方面全面适应新课程的要求呢？建立一套适应中国国情、适应中国基础教育和中小学师资队伍现状的教师培训体系至关重要。 相似文献
4.
This paper reports on the needs identified as important to 27 novice elementary mathematics teachers and examines how Connect-ME, an online mathematics community, provides these supports. Qualitative data were collected using two focus groups and 16 telephone interviews. Findings validate the need for alternative teacher professional development (TPD) models and the value of professional communities and knowledge acquired through technology-facilitated learning. The results indicate that teachers actively seek formal and informal TPD experiences, opportunities for sharing and communicating, and access to quality resources. This study provides educational researchers and administrators with essential elements for effectively supporting novice elementary mathematics teachers. 相似文献
5.
Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors 下载免费PDF全文
下载免费PDF全文 There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors. 相似文献
6.
陈兰香 《楚雄师范学院学报》2006,21(10):80-87
小学和学前教育本科专业实践课具有突出的专业性、综合性、体验性、互动性、创新性特点。改革并构建小学和学前教育专业实践课模式有利于基础教育新师资职业素养的培养,有利于未来小学和幼儿园教师适应基础教育课程改革和新课程标准教学,有利于师范生个体的专业技能、能力和专业情意的互相转化。小学和学前教育本科专业实践课主要有教师基本技能训练课、特长活动课、专业体验课、专业研究性学习课四种课程形态。 相似文献
7.
为了解美国医学院校中伦理学作为必修课的学习范围,课程目标、教学方法、教学内容、参考读物以及学生成绩评定方式,研究进行了一项调查,通过对58份医学伦理学教学大纲的重点研究,发现共有10种教学目标,平均每个院校3种;3种教学方法,平均4种;6种学生成绩评定方式,平均2种;39个方面的教学内容,平均13个。这些教学大纲共要求或推荐1191种不同的读物,其中只有8种为6所以上的院校所使用。研究表明,美国的医学伦理学教育五花八门,但“理想”的伦理学教育在实际教学中还是有所体现,几个方面的不足应引起注意。 相似文献
8.
韩国的数学教师职前教育体制有如下特点:类型多样的教师职前培养机构、严格的公立学校数学教师聘任制度、定期的教师教育机构评估制度.小学数学教师教育课程具有综合性、多样化特点;中学数学教师教育课程更重视学科知识.韩国数学教师职前教育对中国的数学教师教育有如下启示:建立多元的办学体制,致力于专业化的数学教师培养;以教师聘任制度和教师教育机构评估制度促进数学教师培养质量的提高;在学科课程和教学法课程之间寻求恰当平衡. 相似文献
9.
目前 ,小学教师培养已纳入高等教育体系。我国小学教师职业专业化呼唤小学教育专业的发展。在培养小学中我们要处理好前瞻性、层次性和现实可能性 ,综合培养和有所侧重等关系 ,促进小学教育专业的建设与发展 相似文献
10.
Tarah Temen Nadia Jaramillo Cherrez Shannon Coleman 《Journal of Food Science Education》2020,19(3):173-182
Understanding safe food practice is important for home‐based food operators to prevent foodborne illness. Earlier work has found that home‐based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home‐based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home‐based food operators in Iowa through three learning assessments. Twenty‐one participants enrolled in a blended workshop in which participants completed one online module before attending a face‐to‐face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first‐attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first‐attempt performance by question type. The three learning assessment tools resulted in first‐attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis‐style questions had first‐attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application‐style questions were lower with first‐attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format. 相似文献
11.
Rachel C. Pfuntner Matthew J. Stasiewicz Martin Wiedmann Alicia Orta‐Ramirez 《Journal of Food Science Education》2015,14(2):48-53
Career and educational opportunities in food science and food safety are underrecognized by K‐12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K‐12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness concerning career and educational opportunities in food science and food safety and to improve the nature of science understanding among K‐12 students, a series of problem‐based learning modules was developed and pilot tested with a total of 61 K‐12 students. Results of pre‐ and postevaluations and assessments indicated that (1) interest in science, food science, and food safety increased and (2) content knowledge related to the nature of science, food science, and food safety was improved. We further suggest that these modules provide opportunities for educators in traditional as well as extracurricular settings to demonstrate important concepts contained in the newly released Next Generation Science Standards. 相似文献
12.
罗明东 《大学.研究与评价》2007,(5)
职前教师教育是教师专业发展的奠基阶段,应该着眼于教师专业发展来规划和实施高等师范教育课程;教师专业发展不是教师把某种普遍的、规范的教育理论直接应用于教育实践的过程,而是融入教师个人的实践性知识不断发展的过程。据此,笔者认为我国高等师范教育课程应密切联系真实的教育情境,着力培养教师的实践能力、专业判断能力和研究教育教学实际问题的能力,帮助教师养成反思习惯,为教师终身的专业发展奠定基础。 相似文献
13.
STEM教育的宗旨是整合创新,这对STEM课程的设计、开发和实施都提出了很高的要求。然而我国STEM教育领域却存在课程体系不明、课程目标不清晰、缺乏细致的探究学习设计、专业教师储备不足、未形成健康生态等问题。STEM教育遭遇的困境实际上是经验主义的前现代教育不适应现代社会发展要求的表现。STEM教育不是教学法意义上的教育革新,而是全新的教育实践。STEM教育需要与以往不同的教育实践生态。因此只有升级为现代教育,STEM教育才能摆脱上述困境。这就需要我们努力发展新教育学,并在新教育学理论指导下组建新的专业团队,构建健康的STEM共同体和企业联盟,开发新的STEM课程并提供STEM教师专业发展服务,培养STEM专业教师以基于一致性的新方式实施课程,允许教师以教育众筹的方式参与STEM课程升级,最终实现STEM整合创新的教育旨趣。 相似文献
14.
20世纪80年代,师范院校各个学科专业体现师范性质的课程是心理学、教育学、教学法三门必修课程加教育实习;20世纪90年代,经过改革,增加了班级管理、现代教育技术选修课程以及三笔字、普通话技能训练课程。其中心理学、教育学始终按照学科理论课程的体系和标准开设,而教学法也演变为学科教育学,甚至教育技术演变为教育技术学,班级管理成为班级管理学。新世纪以来,高等学校培养中学、小学、幼儿园教师的专业理念逐步向教师教育过渡,最近印发的《教师教育课程标准（试行）》实现了教师教育课程的专业化、职业化、实践化变革,由此将会引起教师教育领域的深刻变化。 相似文献
15.
民族教师教育在基础教育课程改革中作用的缺失与发挥 总被引：1，自引：0，他引：1
当前基础教育课程改革对民族教师的专业理论素养和知识结构提出了新的挑战，而民族教师教育难以适应这一要求，存在作用缺失或失配的现象。因此，民族教师教育应从实施课程教材改造机制、教师培训机制和强化师范生的教育实践机制等方面予以应对，发挥自身应有的作用。 相似文献
16.
采用问誊调查方法,对河北北方学院职前数学教师职业认同状况进行了调查,剖析其认同度不高的主要原因,一是对教师职业缺乏必要的了解,二是教师对教育类课程认同度不高。建议高师院校严把学生入学关,不断改革教学内容与教学方法,加强相关教师与中小学的沟通,增加职前教师教学实践机会。 相似文献
17.
为了更好地促进高职院校公共基础课教师专业化发展,详细分析了当前公共基础课教师专业化发展过程中面临的尴尬窘境,阐述了教育信息化对教师专业化发展的影响,在教育信息化背景下,从教育行政、院校管理、教学单位和教师个体4个层面论述了促进高职院校公共基础课教师专业化发展策略. 相似文献
18.
初等教育学学科诉求是初等教育实践发展的历史推动,小学教师专业化建设的现实要求也反映了教育学学科自身既有综合又有分化的发展趋势。初等教育学学科诉求的任务,是建立形成初等教育学的理论范畴和学科体系,为儿童学习和成长创造一片崭新的天地。基于初等教育学学科建设,高师小学教育专业教育类课程应当重定课程的目标取向、重组课程的知识构成、重构课程的体系平台。 相似文献
19.
早期教育是为提升0?3岁婴幼儿童身体素质、情感表达、认知能力、智力发育及人格形塑等学前基本技能,进而有助于婴幼儿协调发展与健康成长所采取的各类正式与非正式的互动式教育活动。早期教育专业师资是具有一定教育专业背景与综合知识技能的,能够为0?3岁儿童提供照料、保育与教育服务的正式职业工作者,包括早教机构管理服务人员及各类专业保健员、育婴师、保育员等。当前,我国早期教育专业人才培养面临专业标准不清、专业师资薄弱、专业课程失调及专业路径阻塞等现实困境。为有效提升新时代早期教育专业师资培养质量,可以加强顶层设计,明晰专业标准;整合教育资源,培养精英教师;遵循人才规律,优化专业课程与加大投入力度,疏通专业路径。 相似文献