Abstract
We introduced “active learning” into an experimental practice class, a registered dietitian course at a nutrition college. Active learning was conducted through (1) small group discussions before and after the experiments and (2) a presentation including evaluation of gene diagnosis (students weere to consider its purpose, effectiveness, and privacy protection issues). After the practice students statistically improved their basic knowledge of genetic modification of food materials and food labeling (a test score difference of p<0.05). The number of students who answered “genetic diagnosis is useful” and “I am willing to have genetically modified food” increased statistically (p<0.05). The number of students who answered “I would like to know my genetic characteristics” was statistically correlated with “I think genetic diagnosis is useful.” Students who answered “I am willing to have genetically modified food” were statistically correlated with “Genetically modified food is necessary.” Some students tried an entertaining role-play in their presentation to achieve deeper understanding of genetics and food. Furthermore, many students noticed their “having taken a step forward”, “improvement in critical thought”, and “development of organized teamwork skills” following the practice. These results show that introducing active learning into an experimental practice class is potentially constructive for an enhanced understanding of scientific ideas and generic skills.
