Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study
Version of Record online: 12 SEP 2012
© 2012 Institute of Food Technologists®
Journal of Food Science Education
Volume 11, Issue 4, pages 59–63, October 2012
How to Cite
Bohlscheid, J. C. and Davis, J. C. (2012), Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study. Journal of Food Science Education, 11: 59–63. doi: 10.1111/j.1541-4329.2012.00152.x
- Issue online: 12 SEP 2012
- Version of Record online: 12 SEP 2012
- MS 20111565 Submitted 12/31/2011, Accepted 7/5/2012.
Abstract: Constructivist-based inquiry instruction has been popularized for several decades in primary- and secondary-science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the positive impact of inquiry instructional methods on science student achievement, such as in Food Science. While it has long been shown that student's instructional preference has a positive impact upon achievement, very little work has been done to assess college student's instructional preferences, especially in lecture-based classes. A recent study was conducted at the Univ. of Idaho to identify student preferences of generic instructional models. Students from 4 majors (Food Science, Geological Sciences, Secondary Education, and Elementary Education) participated in the study. A 35-question survey was developed to gather data on student's instructional strategy preferences. The data were analyzed to determine (a) instructional preferences inclusive of all majors, (b) instructional preference within each of the 4 majors, (c) a comparison of preferences of each major to other majors, and (d) gender issues within and across majors. The results suggest that there is perceived value of particular instructional methods over others, both within and across majors. In addition a gender relationship with methodology exists, particularly within certain subject areas.