STLHE 2015 has ended
Achieving Harmony: Tuning into Practice
Wednesday, June 17 • 4:00pm - 5:30pm
POSTER.12 - Do we need to teach in harmony? Developing a food science concept inventory to measure learning effectiveness and fine-tune our teaching practices

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The need of a common evaluation tool to assess student learning was identified in an introductory food science course. The course attracts a diverse audience in both science and arts discipline that have an interest in food. The challenge of student prior knowledge of food is compounded by increased enrollment and a course that operates with multi-sections and instructors using different teaching strategies. A concept inventory was developed to measure student knowledge and identify student misconceptions (Adam & Wieman, 2010). Concept inventory is a set of multiple-choice questions where the distractors (wrong answers) are purposely designed to represent commonly held misconceptions. It can be used to identify how many students in a class have mastered a concept and common misconceptions within the class (Garvin-Doxas et al. 2007). Concept Inventories have been developed for undergraduate biology (Kalas et al.,2013) and physics (Adams & Wieman, 2011) courses. This poster session presents the first concept inventory for food science education (FSCI). Common student misconceptions were identified by analysis of exam results (n=229) and a student survey using open ended questions (n=73 ) followed by two student focus groups. Eleven multiple choice questions were developed and tested in 4 sections (n=435) at the start and end of the course. Expert interviews (n=10) were used to evaluate the distractors and modifications to FSCI are reported. These results and their value in the assessment of teaching effectiveness are discussed. The food science topics introduced in this course are prerequisites to study within a food science curriculum. A subset of the questions could be used to test retention at start of senior level courses. How else can we use the FSCI? Teach to the concepts explicitly? Aim to improve the post-test results? How can we use post test results to improve teaching and eventually student learning? We look forward to hearing your candid feedback on these questions.

Adams WK, and Wieman CE. 2010. Development and validation of instruments to measure learning of expert-like thinking. Int J Sci Educ 33:1-24. DOI:10.1080/09500693.2010.512369

Garvin-Doxas K, Klymkowsky M, Elrod S. 2007. Building, using, and maximizing the impact of concept inventories in the biological sciences: report on a National Science Foundation sponsored conference on the construction of concept inventories in the biological sciences. CBE Life Sci Educ 6:277-282. doi: 10.1187/cbe.07-05-0031

Kalas P, O’Neill A, Pollock C, Birol G. 2013. Development of a meiosis concept inventory. CBE Life Sci Educ 12:655-664. doi: 10.1187/cbe.12-10-0174

avatar for Judy Chan

Judy Chan

Education Consultant, Faculty Liaison, University of British Columbia

Wednesday June 17, 2015 4:00pm - 5:30pm
Bayshore Foyer

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