Open AccessStudents’ Perception of Interdisciplinary, Problem‐Based Learning in a Food Biotechnology Course
Author(s) -
Ng Betsy L.L.,
Yap Kueh C.,
Hoh Yin K.
Publication year - 2011
Publication title -
journal of food science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.271
H-Index - 13
ISSN - 1541-4329
DOI - 10.1111/j.1541-4329.2010.00111.x
Subject(s) - facilitator , facilitation , perception , context (archaeology) , psychology , medical education , mathematics education , medicine , biology , social psychology , neuroscience , paleontology
Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses.