Food analysis courses introduce the theory and application of analytical procedures to characterize foods and their ingredients. Students learn the principles behind analytical techniques commonly used to analyze foods in the industry and evaluate their suitability for the analysis of specific food products. Food analysis courses have traditionally been taught in a lecture‐based format. The objective of this study was to evaluate the effectiveness of utilizing team‐based learning (TBL), an established collaborative learning technique, in an undergraduate food analysis course to enhance student learning. Post‐course student surveys, quizzes, and exam scores were used to assess the effectiveness of the TBL implementation. TBL uses pre‐reading assignments, individual and team quizzes, and problem solving in teams to create an active learning environment in the classroom that increases student engagement and long‐term learning. The results from surveys, quizzes, and exam scores from the Food Analysis course show a successful implementation in the classroom: no significant difference in the average midterm exam scores was observed between the TBL and lecture formats (p ≤ 0.05), indicating that TBL maintained performance on midterm exams, students reported being engaged in the course, and the deliberately designed group work encouraged students to prepare for class and participate in the activities. The students also reported that they were able to recall information better, and that the effectiveness of TBL activities helped them strengthen concepts. In conclusion, the results suggest that TBL is beneficial for students in food analysis, and that implementation in additional food science courses could help improve student learning.

中文翻译：

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团队学习在食品分析教学中的应用

食品分析课程介绍了分析程序的理论和应用，以表征食品及其成分。学生将学习通常用于分析行业食品的分析技术背后的原理，并评估其对特定食品分析的适用性。传统上，以讲座为基础教授食品分析课程。这项研究的目的是评估在大学食品分析课程中利用基于团队的学习（TBL）（一种已建立的协作学习技术）来增强学生学习的有效性。课后学生调查，测验和考试分数用于评估TBL实施的有效性。TBL使用预读作业，个人和团队测验，团队中的问题解决方案，以在教室中创建一个活跃的学习环境，从而增加学生的参与度和长期学习能力。食物分析课程的调查，测验和考试成绩的结果表明，该课程在课堂上得到了成功实施：TBL和授课形式之间的平均期中考试成绩没有显着差异（p ≤0.05），表明TBL维持期中考试成绩，学生报告所从事的过程中，和故意设计工作组鼓励学生上课准备和参加活动。这些学生还报告说，他们能够更好地回忆信息，而且TBL活动的有效性帮助他们增强了概念。总之，结果表明，TBL对学生进行食品分析有益，并且在其他食品科学课程中实施可有助于改善学生的学习。