Implementation of problem-based learning in food science and technology degree

  1. Rivero-Perez, M. D. 1
  2. Gonzalez-SanJose, M. L. 1
  3. Muñiz Rodríguez, Pilar 1
  4. Ena Dalmau, J. M. 1
  5. Ortega-Heras, M. 1
  6. Cavia-Saiz, M. 1
  7. Gonzalez-Gonzalez, B. 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Book Series:
ICERI2015 Proceedings, 8th International Conference of Education, Research and Innovation, 18-20 November 2015, Seville, Spain
  1. Chova, LG (coord.)
  2. Martinez, AL (coord.)
  3. Torres, IC (coord.)

Publisher: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT

ISSN: 2340-1095

ISBN: 978-84-608-2657-6

Year of publication: 2015

Pages: 1287-1293

Congress: 8th International Conference of Education, Research and Innovation (ICERI)

Type: Conference paper

Abstract

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 tutor or instructor as facilitator of learning; self-directed learning and collaborative learning of students. 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.