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Showing 1 to 15 of 22 results Save | Export
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Zimmerman, Tahl; Ibrahim, Mariama; Gyawali, Rabin; Ibrahim, Salam A. – Journal of Food Science Education, 2019
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…
Descriptors: Biochemistry, Foods Instruction, Nutrition Instruction, Scientific Concepts
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Sumeracki, Megan A.; Weinstein-Jones, Yana; Nebel, Cynthia L.; Schmidt, Shelly J. – Journal of Food Science Education, 2019
For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are…
Descriptors: Transfer of Training, Nutrition Instruction, Foods Instruction, Cognitive Psychology
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Hendrich, Suzanne; Licklider, Barbara; Thompson, Katherine; Thompson, Janette; Haynes, Cynthia; Wiersema, Jan – Journal of Food Science Education, 2018
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…
Descriptors: Nutrition, Thinking Skills, Scientific Research, Self Evaluation (Individuals)
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Gurfinkel, Debbie M.; Wolever, Thomas M. S. – Journal of Food Science Education, 2017
The completion of a 3-d food record, using commonly available nutrient analysis software, is a typical assignment for students in nutrition and food science programs. While these assignments help students evaluate their personal diets, it is insufficient to teach students about surveys of large population cohorts. This paper shows how the Test,…
Descriptors: Food, Diaries, Nutrition Instruction, Assignments
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Gezer-Templeton, P. Gizem; Mayhew, Emily J.; Korte, Debra S.; Schmidt, Shelly J. – Journal of Food Science Education, 2017
Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking.…
Descriptors: Metacognition, Thinking Skills, Assignments, Test Preparation
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Abdulsalam, N.; Condrasky, M.; Bridges, W.; Havice, P. – Journal of Food Science Education, 2017
This randomized controlled trial compared the effectiveness of traditional lecture (C), face-to-face demonstration (DP), on-line lecture capture (OP), and the combination of the last two (OP+DP) to enhance culinary arts students' application skills related to sodium usage in food preparation. Objectives were to compare relative effectiveness of…
Descriptors: Cooking Instruction, Comparative Analysis, Instructional Effectiveness, Lecture Method
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Korte, Debra; Reitz, Nicholas; Schmidt, Shelly J. – Journal of Food Science Education, 2016
Informed by the latest research on how people learn, effective teachers address both aspects of the teaching-learning equation--they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of…
Descriptors: Educational Practices, Student Centered Learning, Likert Scales, Student Attitudes
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James, Katie J.; Albrecht, Julie A.; Litchfield, Ruth E.; Weishaar, Christopher A. – Journal of Food Science Education, 2013
Foodborne illnesses remain a common problem in the United States. Focus group results indicated that lack of knowledge and improper handling of leftovers were common among food preparers in families with young children. The USDA-recommended storage time for leftovers was used to develop and conduct a food safety social marketing campaign, "4…
Descriptors: Food Standards, Food, Safety, Health Promotion
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Schmidt, Shelly J. – Journal of Food Science Education, 2013
The objective of this teaching tip is to share with others an idea of how to transform student projects from a dead-end process to a value-added end product, value-added end products that make a meaningful and lasting contribution to course content for use by future students. (Contains 2 tables.)
Descriptors: Student Projects, Nutrition Instruction, Occupations, Foods Instruction
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Carbone, Elena T.; Scarpati, Stanley E.; Pivarnik, Lori F. – Journal of Food Science Education, 2013
This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A…
Descriptors: Safety Education, Special Education, Special Needs Students, Food Standards
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Leveritt, Michael; Ball, Lauren; Desbrow, Jane – Journal of Food Science Education, 2013
The aim of this study was to describe student learning after completing an experiential learning task that was designed to develop students' knowledge of food and food preparation methods. The task required students to follow a special diet and then complete a daily online journal entry about the experience for other students to read and review.…
Descriptors: Experiential Learning, Food, Dietetics, Foods Instruction
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Paxman, Jenny R.; Nield, Kevin; Hall, Anna C. – Journal of Food Science Education, 2011
Abstract: Nutrition and food students at Sheffield Hallam University completed an "active learning" assessment as part of a final year module, Applied Nutrition 2. The purpose of the "active learning" assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower,…
Descriptors: Active Learning, Foods Instruction, Nutrition Instruction, Undergraduate Students
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Rowat, Amy C.; Rosenberg, Daniel; Hollar, Kathryn A.; Stone, Howard A. – Journal of Food Science Education, 2010
We describe a presentation on the science of pizza, which is designed for the general public including children ages 6 and older. The presentation focuses on the science of making and digesting cheese and bread. We highlight 4 major scientific themes: (1) how macromolecules such as carbohydrates and proteins are composed of atoms and small…
Descriptors: Informal Education, Class Activities, Children, Adults
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Goto, Keiko; Schneider, Julie – Journal of Food Science Education, 2010
Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student-to-student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring,…
Descriptors: Foods Instruction, Nutrition Instruction, Discussion (Teaching Technique), Peer Teaching
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Iwaoka, Wayne T.; Li, Yong; Rhee, Walter Y. – Journal of Food Science Education, 2010
The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list…
Descriptors: Critical Thinking, Foods Instruction, Nutrition Instruction, Cognitive Tests
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