Abstract
Abstract
Technology and innovation are essential for students to not only learn and understand the technical skills, but also identify a problem, discover a solution, and communicate the value proposition. In this study, innovation-thinking frameworks were integrated into undergraduate transdisciplinary engineering and technology classrooms with a topic of food science and technology, exploring design within the area of new product development. The qualitative analysis, conducted using NVivo, indicated that the food science and technology focused educational experiences had the potential of transforming student self-reported perspectives related to metacognitive reflection, connecting the topics to the real-world and communicating. The findings offer exciting insights into the benefit of integrating self-regulated learning, visualization, and communication technology into future food-related education programs.
Publisher
Springer Science and Business Media LLC
Subject
Computer Science Applications,Education
Reference31 articles.
1. Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works. Hoboken: Jossey-Bass.
2. Barlett, P. F. (2011). Campus sustainable food projects: Critique and engagement. American Anthropologist, 113(1), 101–115.
3. Barlett, P. F., Anderson, E., Boyer, J. C., Brunckhorst, D., Princen, T., & Barlett, P. B. (2008). Reason and reenchantment in cultural change: Sustainability in higher education. Current Anthropology, 49(6), 1077–1098.
4. Beiler, M. R. O. (2015). Integrating innovation and entrepreneurship principles into the civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 141(3):04014014.
5. Berger, M., Scott, E., Axe, J., & Hawkins, I. (2013). World challenge: Engaging sophomores in an intensive, interdisciplinary course. International Journal of Teaching and Learning in Higher Education, 25(3), 333–345.
Cited by
8 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献