首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 500 毫秒
1.
It is often difficult to offer food chemistry students traditional, hands‐on laboratory experiences due to lack of funds for equipment, insufficient laboratory space, or the nature of distance education. A traditional wet laboratory exercise was developed to demonstrate the effects of the physical properties of ice formation when making high‐quality sorbets, varying the amounts of sugar, water, and stabilizer. This wet lab was compared to a simulated, detective‐based crime scene investigation (CSI) of why a famous food scientist's sorbet had become a “stiff.” Forty‐six food chemistry students were randomly assigned to groups, completing either the traditional wet lab or the simulated lab 1st before completing the 2nd type of laboratory. While there were preferences for one lab over another, there were no differences in the learning outcomes between the 2 laboratory formats. Students who preferred the simulated lab felt they could move at their own pace and were able to stop and review the simulation to understand the concepts more clearly. Traditional wet lab proponents liked working in groups and having immediate access to instructors. From the initial evaluation it appears that simulations could be used as replacements for hands‐on laboratory experiences or could serve as effective introductions to laboratory principles and concepts, resulting in increased student learning.  相似文献   

2.
This laboratory activity was designed to strengthen our Food and Nutritional Science students’ knowledge of biochemistry concepts and the relationship between these concepts and food science. The result was a laboratory experience in which biochemistry concepts are taught using yogurt as a model, in order to link those concepts to food safety, an important area of food science. The students employed a colorimetric method to measure the lactase activity of bacterial strains found in commercial yogurts and were encouraged to relate the activity to bacterial lactic acid production, fermentation, and food safety. Students were assessed with pre‐ and post‐test exams, laboratory reports, class performance rubrics, and the Intrinsic Motivation Inventory (IMI). The result demonstrated that the students successfully completed the learning objectives and were motivated during the activity. This exercise could be used as a template for a simplified and engaging way to introduce food science majors, as well as other students, to complex biochemistry and molecular biology concepts using food, particularly yogurt, as a model.  相似文献   

3.
The human nose is a very sensitive detector and is able to detect potent aroma compounds down to low ng/L levels. These levels are often below detection limits of analytical instrumentation. The following laboratory exercise is designed to compare instrumental and human methods for the detection of volatile odor active compounds. Reference standards of 3‐mercapto‐1‐hexanol (3MH), a secondary thiol that is important to food quality, are analyzed by gas chromatography with flame ionization detection (GC‐FID), and these raw data are provided to students. Students also perform a series of 3‐alternative forced choice (3‐AFC) sensory tests to determine the human detection limits in a series of samples. For both data sets, 2 methods of data analysis (standard deviation of the response and the slope and signal‐to‐noise ratio for GC‐FID data; forced‐choice ascending concentration series method of limits and linear regression for 3‐AFC data) will be used to estimate instrumental detection limits and human thresholds. GC‐FID and 3‐AFC results are then compared by the students to demonstrate the importance of instrumental and human methods for food analysis, and to provide an experiential learning opportunity to critically think through multiple methods of analysis and compare the outcomes of those methods. In completing the laboratory exercise and discussion questions, students will gain an understanding of the advantages and disadvantages of human and instrumental measurements in food analysis, and compare the outcome of common data analysis methods for instrumental and sensory data.  相似文献   

4.
One of the fundamental aims of education is the integration of theory and practice. The case method is a teaching strategy in which students must apply their knowledge to solve real‐life situations. They have to analyze the case described and propose the best possible solution. Although the case may be written, the use of new information and communication technologies can develop the case plan in ways that would achieve greater realism and widen the possibilities for discussion. This paper describes our experience in implementing the case method to teach food safety in the Chair of Hygiene. At first this methodology was used to improve the teaching of good practices in food preparation, later practical work was implemented where small groups of students designed and carried out the microbiological analysis of suspected food. This practical work was presented online as a multimedia activity; students were given face‐to‐face and on‐line tutoring. Evaluation was based both on students’ performance and on a survey they had to answer. More than 92% of students regarded the methodology used for the understanding of the unit as sound. Professors collaboration on providing guidance and multimedia presentation were also positively assessed. The bringing together of face‐to‐face and virtual tasks and small‐group discussion of cases under professors guidance contributed to making good use of the positive aspects of this methodology in order to improve the understanding of problems which do not always have a single answer.  相似文献   

5.
This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T‐tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In addition, an increase in student collaboration was noted because multiple students were able to view the image at a time. This level of acceptance of virtual microscopy has been reported in previous studies, though this level of increased examination scores is rare. We attribute this to differences between the medical students, with whom this technology has been researched in the past, and undergraduate introductory students. Anat Sci Educ 2:218–226, 2009. © 2009 American Association of Anatomists.  相似文献   

6.
Abstract: A modified problem‐based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study that described milk quality problems that could be encountered by the dairy industry. Each week, students received a set of case disclosures containing relevant information that assisted in solving the case. Students were asked to present their findings at the end of the course in the form of a written “consultant's report.” In addition, students were given a survey asking for feedback on the PBL exercise, and the usefulness of having the lectures and labs prior to the PBL experience. Eighty percent of the students found that lectures and labs provided them with sufficient background knowledge to understand and solve the PBL case, 70% found that the PBL reinforced course material covered during lecture and labs, 50% responded that PBL helped them develop new ways of reasoning about the subject matter and 65% reported that PBL taught them to think critically. Of the total students surveyed, 56% would prefer to participate in similar types of PBL exercises in the future. Incorporating PBL into traditionally taught food science courses can have a positive influence on the learning process.  相似文献   

7.
A videotaped demonstration was compared with a conventional laboratory experiment in physiology for first‐year pharmacy students. The experiment was designed as an exercise in the use of the scientific method. The class was divided into a control group who performed the experiment for themselves, and an experimental group who were given the demonstration and spent most of the time analysing and interpreting the data using a semi‐programmed report sheet. After the practical session all students wrote an essay‐type report. The short‐ and long‐term gains resulting from practical work were assessed using objective pre‐ and post‐tests of cognitive performance. An answer review was given to half of each treatment group after the first post‐test. The short‐term gains were very moderate and were not significantly different for the treatment groups. The long‐term gains were significantly higher for the subgroups given the test answer review. The essay report did not reinforce the gains from the practical experience. Formal assessment of laboratory work did not stimulate motivation and interest in practical work. The findings imply that the role of practical work in some aspects of physiology might usefully be reviewed  相似文献   

8.
Hands‐on learning is a proven method of improving students’ critical thinking skills. Undergraduate research projects are encouraged to help students develop research and laboratory skills. If properly designed and implemented, research opportunities can be embedded in existing student coursework, which increases the number of students who can participate in these research opportunities. Objectives of this study were twofold: (a) to determine students’ perceptions of an undergraduate research laboratory exercise and (b) provide an innovative laboratory exercise for instructors to implement in their own classrooms. Rolled cookies were prepared by a food science class according to American Association of Cereal Chemists Method 10–50.05, using sucrose and alternative sweeteners and evaluated for physicochemical and organoleptic attributes. After completing the exercise, students evaluated cookie physical/organoleptic properties using a hedonic scale, were asked about personal demographics, and were surveyed about research/writing skills and food processing knowledge using a Likert scale. Approximately 50% of the class responded to the 2018 survey and nearly 85% responded to the 2019 survey. On average, 81.6% of students responded with “Strongly Agree” or “Somewhat Agree” to all survey questions, including data collection and analysis, critical thinking skills, experimental design, and replications. Students responded that detailed instructions provided by instructors were beneficial to their ability to understand experimental design, scientific communication, and the importance of using scientific resources.  相似文献   

9.
Abstract: Students must be prepared to lead a diverse workforce. The objective of this study was to establish a teaching method that helps students identify barriers to food safety while working in a simulated environment with communication barriers. This study employed a perspective taking exercise based upon the principles of social learning theory. Students were randomly assigned as a “manager” or an “employee.” The managers were provided with a recipe and instructions in English and employees were provided with the recipe and instructions in an abstract, non‐English language. Students were instructed to prepare the recipe in silence using only nonverbal communication methods. Three teaching techniques were employed under this scenario to determine the most effective method of instruction. For the 1st method (Barrier Identification), students were asked to complete an open‐ended survey concerning their communication barriers in regards to food safety. Next (Modeling through Pictures), recipe books with pictures of each recipe with food safety icons were provided to half of the participants. In the 3rd scenario (Observation), students were videotaped to identify communication techniques and to identify common food safety violations. Lastly, a focus group was conducted, whereby students were required to reflect upon the experiment in order to identify specific food safety barriers. Students identified communication challenges to food safety and developed techniques to help overcome language barriers. However, the use of pictures did not increase the frequency of proper food handling procedures. This study found that a combination of gestures and demonstrations were the most valuable nonverbal forms of training.  相似文献   

10.
Food spoilage has an enormous economic impact, and microbial food spoilage plays a significant role in food waste and loss; subsequently, an equally significant portion of undergraduate food microbiology instruction should be dedicated to spoilage microbiology. Here, we describe a set of undergraduate microbiology laboratory exercises that focus specifically on food spoilage which were taught in 2 lab periods as part of the undergraduate food microbiology lab curriculum at Cornell University. The lab was broken down into 3 exercises. Two exercises lead students to determine the likely source of contamination in a canned salsa through (exercise 1a) plating and observation of colony morphology and (exercise 1b) determination of the thermal resistance for those isolates. The final exercise (2) involved detection of the spoilage bacterium Alicyclobacillus in apple juice. Spoiled juice demonstrations were also prepared in this exercise for students to observe sensorial changes resulting from spoilage, emphasizing that spoilage is not always visually detectable. Students were able to successfully determine the source of contamination based on the results of their laboratory findings, which they used to make recommendations for production to reduce microbial food spoilage in the canned salsa product. Based on student answers to discussion questions provided following lab exercises, participants were able to (a) identify the significance of microbial spoilage and how spoilage is principally different from food safety, (b) describe varying sensorial changes associated with microbial spoilage, and (c) employ methods and analysis to evaluate sources and type of contamination. Downloadable handouts and stepwise instructions are available as supporting information.  相似文献   

11.
The authors investigated the influence of several personality traits on exercise adherence and exercise self‐efficacy for 168 undergraduate students. At all levels of exercise adherence, students with different personality traits had different amounts of exercise self‐efficacy. Implications for college counselors working with students to improve exercise adherence are considered.  相似文献   

12.
The effects of relaxation exercises on orthography performance in language arts education of fifth to seventh graders were experimentally tested. Participants were 399 basic secondary school students and their language arts teachers from the Hauptschule, a German type of secondary education covering grades five to nine that leads to a basic educational degree. Half of the students were trained in their classrooms in the basic autogenic training (AT) formulas (self‐suggestions of passive self‐attention, heaviness and warmth) and in the technique of reactivation after relaxation. After completing a regular dictation test students applied the relaxation exercise for four minutes on their own and were then given the opportunity to reread what they had written and to correct any mistakes they found on the test. In comparison to 200 students in the control group (who were not trained in the systematic relaxation exercises), who were also given the opportunity to revise their texts after a four‐minute break, the experimental group students made significantly fewer mistakes and received better grades on the test. In addition, the results show that there were significantly fewer correct revisions and significantly more incorrect revisions of the dictation tests made by the students in the control group, thus worsening their academic performance by the possibility of ‘self‐correction’. Students and teachers evaluated AT exercises positively. Implications of the results for the application of AT in the classroom are discussed.  相似文献   

13.
  相似文献   

14.
The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).  相似文献   

15.
Histology laboratory instruction is moving away from the sole use of the traditional combination of light microscopes and glass slides in favor of virtual microscopy and virtual slides. At the same time, medical curricula are changing so as to reduce scheduled time for basic science instruction as well as focusing on student‐centered learning approaches such as small group active learning and peer‐instruction. It is important that medical schools resist the temptation to respond to this conjunction of events by turning histology into a self‐study activity. This article describes a lymphoid histology laboratory exercise, occurring in a specially equipped Learning Studio housing an entire medical class that utilizes virtual slides in the context of small group active learning and peer instruction. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

16.
This study investigated whether aberrant response behaviour is a stable characteristic of high school students taking classroom maths tests as has been implied in the literature. For the purposes of the study, two maths tests were administered; the first to 25 classes (635 students) and the second to 18 out of the original 25 classes (445 students). The tests contained multistep mathematical problems with partial credit awarding for partially correct answers, together with some multiple choice items. The Rasch Partial Credit Model was used for the analyses and the infit and outfit mean square statistics with six different cut-off scores were used to identify students with aberrant response behaviour (misfitting students). Six Chi-square tests were then performed, one for each cut-off score, leading to a very clear conclusion: contrary to expectations the same students do not misfit in the two tests administered; aberrance does not seem to be a stable characteristic of students. Explanations for aberrant responses such as carelessness, plodding or guessing need to be reconsidered. They may have validity for particular test situations but this has yet to be demonstrated and thus investigation calls them into question.  相似文献   

17.
Curtin University operates a computer‐managed learning package that gives students the option of undertaking a practice test before the unit assessment. This test is designed predominantly to contribute to student learning and, as such, is considered formative. 417 students took advantage of the optional practice test (PT) and their marks on the unit assessments were compared with those students (N = 197) who opted not to take the practice test (non‐PT). There was a significant improvement in the mean mark of the PT group from the practice test to the first unit test (p < 0.001). The PT group also significantly out performed the non‐PT group. They were significantly better on both unit tests although only the first unit test was preceded by a practice test (p< 0.001). This was despite apparently weaker students opting to sit the practice test. Students who performed the practice test improved their mark on the assessment tests and performed better on these tests than those students who did not do the practice test. Based on these data, practice tests should be offered before all unit assessments despite the implications for departmental resources.  相似文献   

18.
This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005  相似文献   

19.
将虚拟仪器技术与远程实验技术结合,在LabVIEW环境下开发了电磁学远程实验系统。学生在本地计算机上运行客户机程序,通过操作仿真的实验面板,调节实验机端虚拟信号发生器的输出,控制单片机以改变远程实验室的电阻、电容等元件值,得到反馈的真实实验电路的数据,用虚拟示波器观测和记录,在异地完成真实的电磁学实验。  相似文献   

20.
A large scale study involving 1786 year 7–10 Korean students from three school districts in Seoul was undertaken to evaluate their understanding of basic optics concepts using a two‐tier multiple‐choice diagnostic instrument consisting of four pairs of items, each of which evaluated the same concept in two different contexts. The instrument, which proved to be reliable, helped identify several context‐dependent alternative conceptions that were held by about 25% of students. At the same time, students’ performance on the diagnostic test correlated with the location of the schools, students’ achievement in school science and their attitudes to science learning. However, students’ grade levels had limited influence on their understanding of basic concepts in optics as measured by the instrument.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号