Integrating Problem‐based Learning in an Introductory College Food Science Course

Abstract

ABSTRACT: Problem‐based learning (PBL) activities incorporated into an introductory food science course can aid in student understanding of basic food science principles while developing students' problem‐solving and critical thinking skills. This article describes one example of how problem‐based learning was introduced into an introductory food science course designed for food and nutrition majors. Included are the problems that were developed for the course and the observed outcomes of the problem‐based learning activities. Integrated problem‐based learning aided students in developing communication, problem‐solving, self‐directed learning, and other desired skills and demonstrates the potential to be an enjoyable and challenging classroom experience for both students and teachers. However, poor problem design, such as introducing numerous problems for one subject area, may generate unanticipated quick answer approaches to solving problems.