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Promoting the Transfer of Mathematical Skills in Food Science Programmes
Colette Fagan November 13, 2018
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Background – FNS UG Programme
5 undergraduate degree programmes BSc Food Science and BSc Food Technology with Bioprocessing Highly multidisciplinary integrate knowledge across a variety of scientific disciplines engineering, biological, and physical sciences are used to study the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public
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Background - Problem Staff Students
students have difficulty integrating knowledge from different disciplines/modules Transfer fundamental science from part 1 to Part 2 modules Students do not see the relevance of some part one modules (periodic review) Find certain part 2 modules difficult Evaluation forms - discontent over mathematical content
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Solution? Numerous studies suggest students have poor comprehension of basic quantitative concepts Differing views on how to address it maths support external to the discipline provision of pre-sessional mathematics courses dedicated mathematics modules within the degree programmes if subjects continue to be taught as individual modules, students will inevitably lack the skills required to solve challenging multidisciplinary problems that call for critical judgment and creativity (Felder et al., 2000)
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Solution? Restructure Programmes?
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Objective provide an evidence base for the consideration of alternative curriculum designs for Food Science programmes to enhance the transfer of key skills in fundamental sciences beyond part one. Focus on the delivery & transfer of mathematical competencies.
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Approach Student surveys to provide information on student perception and competencies in mathematics Skills audit of part one modules map where mathematical skills are taught Determine most appropriate course of action to improve mathematical skills & transfer by students
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Attitudes & Perceptions Survey
Part A General information Part B Attitudes & Perceptions 36 statements The University of British Columbia Mathematics Department Part C Basic Math Skills Assessment
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Results Survey given to Part 1 FS and FTwB ~ 80% Female
October 35 responses March 14 responses ~ 80% Female ~ 90% year old 80% A-Levels 70% 2 core science A-levels Biology and Chemistry 12 maths
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Results
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Results move towards expert-like perception?
Student 1st % Student 2nd EXPERT Agree Disagree An obstacle to learning math is having to memorise all the necessary information 46 26 40 5 77 I do not expect formula To help my understanding of the ideas being studied 20 60 80 73 If I don’t remember a particular formula needed to solve a problem there is nothing much I can do 34 37 30 50 95 if my calculation gives a result very different from what I expect I trust the calculation 11 100 I enjoy solving math problems 29 Mathematical formulas express meaningful relationships among measurable things 57 3 90 10 When I learn something new in math I relate it to what I already know 17
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Results Agree Disagree
Agree Disagree After I study a topic & I feel I have understood it I may have difficulty solving problems on the same topic 26 51 40 30 82 When I solve a math problem I find an example that looks like the problem given and follow the same steps 91 90 10 64 14 I cannot learn math if the teacher does not explain things well in class 77 9 100 5 If I am still on a math problem four more than 5 minutes thank you for will get help from someone else 46 31 50 95 Learning math the changes my ideas about how the world works 17 86 Reasoning skills used to understand math can be helpful to me in my everyday life 49 I can usually figure out the way to solve math problem 23 20 60 When solving a math problem if I can see the formula that applies I don’t worry about the underlying concept 29 70 To prepare for math Test. I only need to memorise solutions to examples 74
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Attitude Shift A Relations to Real World B
Need to understand Formulas or procedures C Dependence on Procedures D Confidence E Exploration in problem solving F Independence in learning
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Outcome Positive - Increase Dependence?
Confidence Relating maths to real-world problems Dependence? Following procedures pattern recognition reliant on teacher Foster a surface approach to learning? Unlikely to develop conceptual framework required for critical thinking Improves ability of students to apply what they know in new situations
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Solution? Restructure Programmes?
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Feedback Current Students Added advantages Challenges
Positive: Looks clearer and more logical Added advantages Challenges Coordination across themes
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Thanks to Degree restructuring group Part 1 Students
Sandrine Claus Lisa Methven Danny Commane Jeremy Spencer Nikki Spong Alan Bell Part 1 Students Staff took part in skills audit
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