Problem-Solving Learning Environments for an Introduction to Food Engineering Course

López‐Malo, Aurelio; Ramírez, Tammara; Palou, Enrique

doi:10.18260/1-2--22371

Cited by 3 publications

(1 citation statement)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, according to the author's knowledge, there is a limited number of studies on PBL application in food process engineering courses, while dozens of studies on the implementation of PBL in other food-related courses such as food science, food safety, chemical engineering, and biotechnology are available. 7,8,9,10,11 This work-in-progress paper describes the collaborative PBL laboratory modules developed for one of the food and process engineering courses offered at the University of Wisconsin-River Falls. Food and Process Engineering I (AGEN 352) is a required course for multiple majors within the college.…”

Section: Work In Progress: Design and Implementation Of Collaborative...mentioning

confidence: 99%

Work in Progress: Design and Implementation of Collaborative Problem-based Learning Laboratory Modules for Engineering and Nonengineering Students

Kim¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

View full text Add to dashboard Cite

show abstract

Section: Work In Progress: Design and Implementation Of Collaborative...mentioning

confidence: 99%

Work in Progress: Design and Implementation of Collaborative Problem-based Learning Laboratory Modules for Engineering and Nonengineering Students

Kim¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

View full text Add to dashboard Cite

show abstract

Creativity and its Assessment in a Design and Development of Food Products and Processes Course

Husted¹,

Ramírez‐Corona²,

Ram³

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

Arguing to Solve Food Engineering Problems

Apud¹,

Cuba²,

Ramírez‐Corona³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

Prof. Tammara Ramírez Apud L., Universidad de las Americas Puebla I am a research professor imparting university level complex thinking. My speciality is the design of learning environments based on troubleshooting for critical thinking development. Dr. Judith Virginia Gutierrez CubaPhD. Science, Engineering and Technology Education. Postdoctoral Fellow at Universidad Nacional Autonoma de Mexico. Dr. Enrique Palou, Universidad de las Americas PueblaProfessor Palou is Director, Center for Science, Engineering, and Technology Education as well as Distinguished Professor and Past Chair, Department of Chemical, Food, and Environmental Engineering at Universidad de las Americas Puebla in Mexico. He teaches engineering, food science, and education related courses. His research interests include emerging technologies for food processing, creating effective learning environments, using tablet PCs and associated technologies to enhance the development of 21st century expertise in engineering students, and building rigorous research capacity in science, engineering and technology education. Argumentation is the means by which we rationally resolve questions, issues, and disputes and solve problems. An argument consists of a claim (solution) that is supported by principles (premises), evidence, and rebuttals against potential counterarguments. Fostering argumentation in problem-solving learning environments (PSLEs) promotes problem solving 2,3 . Therefore, we designed and implemented some PSLEs for several food engineering courses (from 1 st to 8 th semester) at Universidad de las Américas Puebla (UDLAP).Problems vary in different ways, so different kinds of problems call on different conceptions and skills [2][3][4] . Based on those differences among problems, different kinds of food engineering problems were developed such as decision-making, troubleshooting/diagnosis, and design problems. For seven PSLEs' assignments an Argumentation Rubric (adapted from Jonassen 2 ), was utilized to assess students' (n=81) argumentation skills, particularly adequacy of premises, credibility of premises, organization of arguments, quality of conclusions (claims), and writing (content/ideas). Four evaluators assessed student papers and videos. Furthermore, the most common method for assessing argumentation, protocol analysis of student essays or responses to questions, was performed by means of a qualitative data analysis software (Atlas.ti); identifying idea units within the essays or videos, and classifying those units with a coding scheme built from the Argumentation Rubric.In average, students from the eighth (18.7) and ninth (18.1), semester had higher scores (from a total of 20 points) in the Argumentation Rubric than students from the first semester (14.1), since their credibility of premises, organization of arguments, and writing were adequate for first-year students but could be further improved as further detected by protocol analyses. Therefore in subsequent semesters, specific argumentation scaffolds during problem solving ...

show abstract

Problem-Solving Learning Environments for an Introduction to Food Engineering Course

Abstract: in Mexico. She teaches ethics and development complex thinking skills related courses. Her research interests include faculty development, outcomes assessment, and creating effective learning environments.

Cited by 3 publications

References 16 publications

Work in Progress: Design and Implementation of Collaborative Problem-based Learning Laboratory Modules for Engineering and Nonengineering Students

Work in Progress: Design and Implementation of Collaborative Problem-based Learning Laboratory Modules for Engineering and Nonengineering Students

Creativity and its Assessment in a Design and Development of Food Products and Processes Course

Arguing to Solve Food Engineering Problems

Contact Info

Product

Resources

About