Guided inquiry activities for learning about the macro‐ and micronutrients in introductory nutrition courses

Abstract

Most students enroll in general education introductory nutrition classes because they want to improve their diets in order to lose weight or enhance athletic performance. These nonscience majors are often less interested in learning about the fundamental biochemical principles underlying nutrition or are surprised that this foundational knowledge of biochemistry is essential for appropriate diet planning. Furthermore, nonscience majors sometimes find traditional, lecture-oriented science classes that encourage competition rather than collaboration to be uninviting and unappealing. For these reasons, we have developed a set of guided inquiry activities about macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) for use in introductory nutrition courses for nonscience majors. In our first study (Spring 2012), we divided students into two groups with two different approaches for learning about the macronutrients: (1) a traditional, lecture-based approach and (2) an active learning approach with guided inquiry activities. We showed through the use of embedded common exam questions that students mastered concepts related to the macronutrients equally well using either approach. Due to positive student and faculty feedback from the first study, we decided to have all students use the guided inquiry approach in a subsequent study the following year (Spring 2013). In our second study we used pre/post survey data to evaluate both students' concept mastery and confidence in answering questions about the macro- and micronutrients. We found that (1) students showed gains in both concept mastery and confidence and (2) as students' confidence increased, post-test concept scores also increased.

The Shaping Healthy Choices Program: Improving the impact through community partnerships

“…The cornerstone of the program is classroom education utilizing the garden-enhanced curriculum, Discovering Healthy Choices (DHC), along with a learner-centered cooking curriculum, Cooking Up Healthy Choices (CUHC) (Linnell et al 2015). Inquirybased, experiential teaching strategies have been shown to promote student engagement and improve learning outcomes (Smith et al 2015).…”

An integrated laboratory experiment for the determination of main components in different food samples

“…5 Smith et al, taught students the basic concepts of food components through surveys and multiple choice questions (MCQs) in class-room settings in food chemistry and nutrition course. 6 However, no experimental design so far has incorporated the characterization of different types of biomolecules taught in the static biochemistry in one integrated laboratory exercise.…”

Incorporating Carbohydrates into Laboratory Curricula

“…In this demonstration, a blue dye is reduced to a colorless species, as various sugars are air-oxidized. , Many other chemical and biochemical concepts involving carbohydrates have been described in the context of blood glucose testing, food science and nutrition, − and wine and beer production. − Other educators describe pedagogical methods to help students better learn concepts related to carbohydrate chemistry. Pedagogical techniques include research-based courses, active learning, writing informational pamphlets for nonscientists, using the book Napoleon’s Buttons , mnemonics for learning Fischer projections, an algorithm to convert aldoses into straight-chain conformations, card games, computer-based three-dimensional (3D) simulations, and specific homework or educational exercises for students. − Risley has also addressed the issue of incorrect structures of the ABO blood group in numerous organic and biochemistry texts . In addition, Milenković has developed an assessment tool to determine misconceptions of carbohydrates among upper level undergraduates …”

“…8−12 Other educators describe pedagogical methods to help students better learn concepts related to carbohydrate chemistry. Pedagogical techniques include research-based courses, 13 active learning, 14 writing informational pamphlets for nonscientists, 15 using the book Napoleon's Buttons, 16 mnemonics for learning Fischer projections, 17 an algorithm to convert aldoses into straight-chain conformations, 18 card games, 19 computer-based three-dimensional (3D) simulations, 20 and specific homework or educational exercises for students. 21−31 Risley has also addressed the issue of incorrect structures of the ABO blood group in numerous organic and biochemistry texts.…”