Project-based learning outcomes: Chemical knowledge and thinking skills of biotechnology and food engineering undergraduate students
Effrat Akiri, А. П. Галкин, Uri Lesmes, Avi Shpigelman, Ayelet Fishman, Yehudit Judy Dori
Eurasia Journal of Mathematics Science and Technology Education
Abstract
We investigated the impact of project-based learning (PBL) on undergraduate food engineering students’ learning outcomes, focusing on food science, biotechnology, chemical knowledge, and thinking skills. The PBL course was offered in the department of biotechnology and food engineering at a research-intensive STEM university and emphasized context-based learning through the planning, design, and production of an innovative food product. Data were collected using a mixed-methods approach. The study included 68 students who completed questionnaires and presented scientific posters and final projects. We assessed students’ learning outcomes in four domains: (a) their ability to explain key concepts and processes (actual knowledge), (b) their self-confidence regarding these constructs, (c) the