Although many educators now recognize the value of problem-based learning and experiential learning, undergraduate-level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence-based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research-based food science course that gives students authentic opportunities to identify and address real-world challenges.

中文翻译：

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在越南发展食品科学核心竞争力：经验和解决问题在基于行业的本科研究课程中的作用

尽管现在许多教育工作者认识到以问题为基础的学习和体验式学习的价值，但反映这些教学方法的本科水平的食品科学课程还是相对新颖的，尤其是在东亚和东南亚。利用与越南农民的现有合作伙伴关系，为农林大学的学生开设了食品科学课程。被设计和教导。目的是让学生有机会在小组中工作，并与农民进行循证研究，应用食品科学原理，发展成功技能，包括进行批判性思考和清晰沟通的能力。这项探索性研究借鉴了两个学生团体的经验，描述了学生从研究过程中学到的东西。在一组中 学生学会了如何解决和解决最初与农民之间的分歧和误解的挑战，并最终开展了一个符合学生研究兴趣和农民需求的项目。另一组学生学会了在尝试解决问题的方法时考虑了农民的财务限制，并最终与农民合作解决了一个税费少的问题。重要的是要注意计划和教授一门课程的挑战，在该课程中，教员无法准确预测学生将学习或体验的内容。这在很大程度上取决于每个学生的先验知识，经验和兴趣；