Abstract:
We conducted an exploratory, qualitative study of the impact of selected teaching strategies implemented in Introduction Food Science and Human Nutrition, a course with an enrollment of 208 undergraduate students. To complement a traditional classroom lecture, we integrated into the course a comprehensive, media-enhanced Web site; daily writing assignments; a peer-reviewed, a popular press publication critique: and product and process demonstrations. We used the Gregorc Style Delineatorm to determine the dominant learning style of each student. The distribution of Gregorc learning styles in our course was 42% Concrete Sequential. 14% Abstract Sequential. 26% Abstract Random, and 18% Concrete Random.
Following each of the four mid-term exams, the students completed a feedback form to help us assess the effectiveness of each teaching strategy on their learning styles. We analyzed the data using one-way ANOVA and the results indicate that selected teaching strategies can enhance learning among a group of students representing all four Gregorc learning styles. Our results suggest that instructors who recognize students exhibit different learning styles may be better prepared to modify their pedagogical repertoire (instructional activities. methods, and content) to fulfill the learning needs and preferences of their class.
Keywords:
teaching strategies, learning styles, food science, human nutrition
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