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Students' Perspective on Active Learning in Nutrition Education.
Amanda Gisele Caetano Dos Santos1, Andhressa Fagundes2, Kiriaque Barra Ferreira Barbosa2
1Departamento de Nutrição, da Universidade Federal de Sergipe (DNUT-UFS), São Cristóvão, SE, Brazil.
Journal of Nutrition Education and Behavior
|November 5, 2019
Summary
Nutrition students found active learning methods beneficial for their education, despite initial unfamiliarity with the term "active learning." These approaches enhanced skills applicable to future professional careers.
Area of Science:
- Nutrition Education
- Pedagogy
- Higher Education
Background:
- Traditional teaching methods often dominate university courses.
- Active learning strategies are increasingly explored to enhance student engagement and skill development.
- Understanding student perceptions is crucial for effective pedagogical implementation.
Purpose of the Study:
- To analyze nutrition undergraduates' perceptions of active learning methodologies as teaching tools in a Nutrition Education course.
- To compare student experiences with active learning versus traditional teaching methods.
Main Methods:
- A quali-quantitative cross-sectional study was conducted.
- Data collection involved structured questionnaires and focus groups with nutrition students.
- Participants included 53 undergraduate nutrition students; 10 participated in the qualitative phase.
Main Results:
- Students generally did not recognize the term "active learning" (AL).
- However, participants perceived active learning methodologies as valuable for their learning process.
- Students found AL distinct from traditional teaching methods they had experienced.
Conclusions:
- Active learning in the Nutrition Education course enhanced students' skills relevant to their degree and future careers.
- Familiarity with active learning methods prepares students for professional practice in academia or other fields.
- Further integration of active learning is recommended to improve nutrition education.
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