About this paper

Appears in:
Pages: 1287-1293
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

IMPLEMENTATION OF PROBLEM-BASED LEARNING IN FOOD SCIENCE AND TECHNOLOGY DEGREE

Problem-based learning (PBL) is a pedagogy method in which students learn about a subject by solving a problem similar to any they might find in a real situation. In this context, students’ learning is initiated and consequently driven by a need to solve an authentic real-world problem. Teaching content through skills is one of the main features of PBL. Implementation of problem-based learning involves the consideration of various components: the role of the teacher as facilitator of learning; self-directed learning and collaborative learning of students.

Teacher as facilitator of learning affords a motivational function in that students realize the relevance of the knowledge adquired for their professional future or for their personal context. The main role of the instructor in PBL is modeling expert-like problem solving and reasoning processes for the students, instead of disseminating the knowledge. The self-directed learning component in PBL helps students actively, rather than passively to develop specific problem solving skills and motivates students to take initiatives in the problem solving process, as well as the learning process. Finally, collaborative learning in small groups is also one of the most important components in PBL in which individuals interact with each other to solve problems.

In this sense, this work focuses on the implementation of the problem-based learning on a proposal activity in the course of Sensory Analysis of the Food Science and Technology Degree. The proposed activity is the development of an application of sensory analysis in food industry, setting a target and developing sensory analysis tests to achieve it.

Among the different factors involved in the PBL cited above, teacher’s role, self-directed component and collaborative learning were analyzed by obtaining several results of the learning process. The results of the implementation were evaluated using rubrics applied in each of the contexts. After the analysis of the results improvement strategies were proposed to be put into practice.
@InProceedings{RIVEROPEREZ2015IMP,
author = {Rivero-Perez, M.D. and Gonz{\'{a}}lez-SanJos{\'{e}}, M.L. and Mu{\~n}iz Rodr{\'{i}}guez, P. and Ena Dalmau, J.M. and Ortega-Heras, M. and Cavia-Saiz, M. and Gonz{\'{a}}lez-Gonz{\'{a}}lez, B.},
title = {IMPLEMENTATION OF PROBLEM-BASED LEARNING IN FOOD SCIENCE AND TECHNOLOGY DEGREE},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {1287-1293}}
TY - CONF
AU - M.D. Rivero-Perez AU - M.L. González-SanJosé AU - P. Muñiz Rodríguez AU - J.M. Ena Dalmau AU - M. Ortega-Heras AU - M. Cavia-Saiz AU - B. González-González
TI - IMPLEMENTATION OF PROBLEM-BASED LEARNING IN FOOD SCIENCE AND TECHNOLOGY DEGREE
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 1287
EP - 1293
ER -
M.D. Rivero-Perez, M.L. González-SanJosé, P. Muñiz Rodríguez, J.M. Ena Dalmau, M. Ortega-Heras, M. Cavia-Saiz, B. González-González (2015) IMPLEMENTATION OF PROBLEM-BASED LEARNING IN FOOD SCIENCE AND TECHNOLOGY DEGREE, ICERI2015 Proceedings, pp. 1287-1293.
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