The development of learning competencies entitled food rheology using the active learning in collaboration with food industry for 4th year undergraduate students in food science and technology
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Abstract
The objectives were to explore the food industry’s requirements regarding food rheology of the science of flow, to design actively competency-based learning, and to measure and evaluate applications of food rheology in the food industry. The target group was 24 undergrad students in year-4 of food science and technology, Faculty of Agricultural Technology, Chiang Mai Rajabhat University studying in the academic year 2021. The research tools were: 1) survey questionnaires on food rheology for the food industry, 2) course details of food analysis and preparation for field experience in the food industry and 3) 15 items of the competency assessment form of food rheology. The statistical data were analyzed using mean and comparison with quality criteria stated by the food industry. The results revealed that the food industry stated a rheological performance in 3 areas: 1) food rheology, principles and measurement, 2) reading and interpretation of rheology measurement and 3) the application of rheological tools to develop work. The competency-based learning using the action research spiral model was designed into 3 stages: 1) the fundamental stage, food analysis emphasizing theory and rheological principles 2) the practical stage, rheological experience for learners to employ them in quality control of food products and 3) the application stage, students work on industrial projects that involve rheological principles. Active learning management was developed both basic and practical rheology aspects, and the food industry evaluated the application of rheology in industrial projects at a B level (good) with the highest mean at basic rheology (𝑥̅= 3.54), practical rheology (𝑥̅= 3.44) and applied rheology (𝑥̅= 3.82). The research highlights graduate users in the food industry playing a role in determining the necessary competencies of higher education graduates and leading the design of learning management to the professional development of qualified university students.
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