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ERIC Number: EJ1165707
Record Type: Journal
Publication Date: 2018-Jan
Pages: 6
Abstractor: As Provided
ISSN: EISSN-1541-4329
Development of Scientific Thinking Facilitated by Reflective Self-Assessment in a Communication-Intensive Food Science and Human Nutrition Course
Hendrich, Suzanne; Licklider, Barbara; Thompson, Katherine; Thompson, Janette; Haynes, Cynthia; Wiersema, Jan
Journal of Food Science Education, v17 n1 p8-13 Jan 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 important general ability for food scientists. Our objectives were to assess thinking-like-a-scientist using a student self-assessment survey, and analyze their self-reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking-like-a-scientist from the beginning to the end of the course showed gains in self-assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking-like-a-scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students' self-assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students' self-assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students' self-reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self-reflection tools as well as specific learning frameworks to help students to think about and practice thinking-like-a-scientist.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Institute of Food and Agriculture (USDA)
Authoring Institution: N/A
Grant or Contract Numbers: 20113841130547