Applying Problem-Based Learning to Theoretical Science Course of Culinary Art Education

作者：Ming Hsu Chang, Chien Lung Chen · 发表于：Journal of Culinary Science & Technology · 年份：2006 · DOI：10.1300/j385v05n02_05 · 被引用次数：2 · 研究领域：Problem and Project Based Learning、Engineering Education and Curriculum Development、Management and Marketing Education

Teachers and learners in culinary art related departments found they have difficulties in teaching and learning the courses that emphasized science theory. Apply the effective teaching strategies into those courses was the possible solution. The purpose of this study is to apply Problem-Based Learning (PBL) teaching strategy into the course of culinary art related departments that emphasized science theory and thereby expect to improve the learners' (1) learning motivation (LM); (2) learning achievement (LA); and (3) to study the perceptions of learners to PBL teaching strategy. Field experiment research method was conducted for this research. Results indicated that integrating PBL into the class increased learners' learning motivation but not their learning achievement. Integrating PBL into the class also aided learners in developing communication, team working and other desired skills. Poor problem design and lack of understanding of the learning guideline may generate unanticipated approaches to problem solving. doi:10.1300/J385v05n02_05