Academic Journal
Teaching Critical Thinking in Nutritional Sciences: A Model Course and Assignments
| العنوان: | Teaching Critical Thinking in Nutritional Sciences: A Model Course and Assignments |
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| اللغة: | English |
| المؤلفون: | Tyler B. Becker (ORCID |
| المصدر: | Advances in Physiology Education. 2024 48(2):320-329. |
| الاتاحة: | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Critical Thinking, Nutrition, Problem Based Learning, Course Content, Assignments, Outcomes of Education, College Curriculum, Scaffolding (Teaching Technique), Course Evaluation, Undergraduate Study, Nutrition Instruction, Majors (Students) |
| مصطلحات جغرافية: | Michigan |
| DOI: | 10.1152/advan.00177.2023 |
| تدمد: | 1043-4046 1522-1229 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1429134 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1043-4046 1522-1229 |
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| DOI: | 10.1152/advan.00177.2023 |