30B-2 |
Collaborative learning in the food chemistry classroom |
E. PALOU, Chemical & Food Engineering Dept., Universidad de las Americas-Puebla, Cholula, Puebla, 72820, Mexico A paradigm shift is taking place in education. Teaching success in today’s world requires new instructional approaches. Research shows students learn more by cooperating than they do by competing or working individually. Five basic elements differentiate true cooperative learning arrangements from other instructional settings: positive interdependence, individual accountability, face-to-face interaction, teamwork skills and group processing. Using these five elements, we implemented different types of cooperative learning structures for junior food engineering and chemistry students taking a food chemistry course, and evaluated their effectiveness based on exit surveys, course evaluations, and instructor reflection. Student learning styles were determined the first class meeting to facilitate course planning and implementation. Our first group exercise was to reach consensus on the grading system which allows students to choose the percentage of their final grade that will be allocated to individual performance, group work and peer evaluation. A base group term project was implemented to apply the topics of nutrition, ingredient functionality as well as food composition, chemistry, processing and safety on a processed food. An individual selective-evaluative portfolio was required to present students’ best works while documenting student mastery of specified skills. Portfolios and term projects were checked at mid-semester. Quizzes and exams were taken first by each individual and then taken by each base group to promote peer mentoring and teamwork skills. 93% of the students believed the use of cooperative structures enhanced their learning, viewed them as valuable and enjoyable experiences and suggested comprehension of how they learn was increased. Cooperative learning helped shift students’ emphasis toward quality work, encouraged use of their evaluative and creative skills, and allowed them to take control of their own learning. However, for some students the process was uncomfortable and required additional instructor support. Cooperative learning fosters student-centered education, while addressing assessment issues raised by IFT Education Standards.
Session 30B, Education
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