基于概念的课程:一种基于证据的方法,为营养学教育制定一个新的框架?
Andrea Begley1, Janica Jamieson2, Gemma Jenkins2
1School of Population Health, Curtin University, Bentley, Western Australia, Australia.
概括
这项研究开发了第一个基于概念的饮食学课程框架,将56个概念扩展到63. 这一框架为营养学课程更新提供了实用指南.
科学领域:
- 饮食学教育教育 饮食学教育
- 课程开发 课程开发
- 基于概念的学习.
背景情况:
- 传统的饮食学课程面临着挑战.
- 基于概念的方法提供了一个潜在的解决方案.
- 之前已经确定了饮食学课程的56个核心概念.
研究的目的:
- 开发一个基于概念的饮食学课程的新框架.
- 将已识别的饮食学概念结构化为可用的课程框架.
主要方法:
- 经验丰富的澳大利亚饮食教育工作者采用了务实的方法.
- 包括研讨会和在线会议在内的代过程完善了56个课程概念.
- 文件分析和专家咨询支持了概念开发.
主要成果:
- 最初的56个概念扩展到63个,包括劳动力需求.
- 创建了一个框架,包含19个核心概念和44个辅助概念.
- 两个示例展示了核心概念的教学应用.
结论:
- 成功开发了一个基于证据的,基于概念的饮食学课程框架.
- 这篇论文为营养学课程更新提供了实用工具.
- 这种方法对其他认证计划有影响.
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