营养科学中的批判性思维教学:示范课程和作业。

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Advances in Physiology Education Pub Date : 2024-06-01 Epub Date: 2024-02-29 DOI:10.1152/advan.00177.2023
Tyler B Becker, Vanessa N Cardino, James Lucas, Jenifer I Fenton
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引用次数: 0

摘要

批判性思维是大学课程中常见的重要学习成果。基于案例和问题的学习可用于评估和培养批判性思维能力。HNF 250- 人类营养学的当代问题是在重新设计营养科学专业课程时开发的一门批判性思维课程。课程作业的设计旨在评估课程和营养科学专业的学习成果。营养与健康主张作业在整个学期中分为三项作业:1)书目作业;2)海报展示;3)论文。课程讲义和材料的设计旨在让学生为完成每项作业做好准备。根据课堂观察和学生表现,这些作业会随着时间的推移而修改。2021 年,通过评估包括营养与健康主张海报和论文在内的几项作业,对课程学习成果进行了检查。使用这些评估的课程学习成果基准一般包括 80% 的学生在每项标准上达到 80%。结果显示,在 2021 年的迭代中,虽然其他课程评估的基准数据比较令人满意,但学生没有达到大多数评估基准。从虚拟形式到面对面形式的转变可能对学生在这些课程学习成果上的表现产生了负面影响。本课程和营养与健康索赔作业示例可为其他高等教育批判性思维课程提供课程设计和学习成果评估框架。
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Teaching critical thinking in nutritional sciences: a model course and assignments.

Critical thinking is a common and important learning outcome in college curricula. Case-based and problem-based learning can be used to assess and foster critical thinking skills. HNF 250-Contemporary Issues in Human Nutrition is a critical thinking course developed during the redesign of a nutritional sciences major program. Course assignments were designed to assess the course and nutritional sciences major learning outcomes. The nutrition and health claim assignment is scaffolded across the academic semester as three assignments: 1) bibliography assignment; 2) poster presentation; and 3) paper. Course lectures and materials have been designed to prepare students for completion of each assignment. The assignments have been modified over time based on classroom observations and student performance. In 2021, the course learning outcomes were examined by assessing several assignments including the nutrition and health claim poster and paper. Course learning outcome benchmarks using these assessments generally included 80% of students achieving an 80% for each criterion. Results revealed that students were not meeting most of these assessment benchmarks during the 2021 iteration, although benchmark data from other course assessments were more satisfactory. It is possible that the transition from a virtual to an in-person format negatively influenced student performance on these course learning outcomes. This course and the nutrition and health claim assignment example can provide a course design and learning outcome assessment framework for other higher education critical thinking courses.NEW & NOTEWORTHY This paper describes how a scaffolded nutrition and health claim assignment is used to teach critical thinking skills among nutritional sciences students and examine the program's learning outcomes. Further, this course example is to serve as an model for STEM majors on how to incorporate case-based and problem-based learning strategies into an undergraduate course.

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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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