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Assessing and evolving the progress plan in quantitative thinking for the bachelor program in culinary arts and food science
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Humanvetenskap. (MEAL)ORCID-id: 0000-0002-0002-661X
2014 (engelsk)Inngår i: Lärarlärdom: högskolepedagogisk konferens 2014 / [ed] Christina Hansson, Karlskrona: Blekinge Tekniska Högskola, 2014, s. 113-133Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

The objectives of the study were, first, to assess the progression in quantitative thinking between first-, second-, and third-year students enrolled in the Bachelor in Culinary Arts and Food Science program and, second, to use the insight to suggest necessary changes to the curriculum to ensure better progression.

A standardized quantitative test was used to measure progression in functional knowledge divided in four categories: (i) calculation skills and basic mathematics, (ii) application and interpretation of descriptive statistics, (iii) interpretation of analytical statistics, and (iv) communication through graphs and charts.

The results show significant progression in skills and confidence across study years. Broken down into the four categories, progression is stronger in statistics (categories ii–iii). The most problematic category is basic calculations, where the average score is low and progress across study years is poor.

A suggestion is presented for how to reform the curriculum in order to improve progression in basic calculation by emulating the methods used for teaching statistics, where progression is better. 

sted, utgiver, år, opplag, sider
Karlskrona: Blekinge Tekniska Högskola, 2014. s. 113-133
Emneord [en]
learning progression, functional knowledge, quantitative testing
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-14244OAI: oai:DiVA.org:hkr-14244DiVA, id: diva2:839819
Konferanse
Lärarlärdom, 20 augusti, 2014
Tilgjengelig fra: 2015-07-06 Laget: 2015-07-06 Sist oppdatert: 2015-10-08bibliografisk kontrollert

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