DSpace 集合:http://scholars.ntou.edu.tw/handle/123456789/234912024-03-28T23:39:13Z2024-03-28T23:39:13Z以拼圖式合作學習法搭配心智圖於食品安全及品質管理課堂之研究莊培梃http://scholars.ntou.edu.tw/handle/123456789/241752023-10-11T19:43:59Z2022-08-01T00:00:00Z標題: 以拼圖式合作學習法搭配心智圖於食品安全及品質管理課堂之研究
作者: 莊培梃
摘要: 本計畫於一般碩士生開設「食品安全及品質管理特論」課程,提供學生更多樣化的課程選擇,以利畢業後快速與業界產生連結。課程第一週進行前測,瞭解不同專業領域來源的學生對於食品安全與品質管理的觀念,修正課堂中對於食品基本知識的教授方向,並於每個主題講解後要求學生繪製心智圖,分析學生對於心智圖關鍵字選用的差異,藉以瞭解學生對於主題意涵的認知程度。課程結束後鼓勵學生參與「FSSC 22000主任稽核員」考試,藉以證明課程所學具有畢業後的實用性。研究結果顯示,學生於課堂之後測分數有顯著的增加,在心智圖的關鍵字選用,更加多元及豐富,且隨著課程進行而增加,顯示學生對於課程的理解程度逐漸增加。課程結束後,共12人參與國際證照考試,通過6人,通過率50%,取得國際認可之食品安全主任稽核員證書。學生完成此課程後,可快速與業界接軌,減少入職再訓練的時間,使學生一畢業即可為業界所用。
This research project offers the course "Special Topics in food Safety and Quality Management" to general master students, providing students with more diversified course choices, so as to quickly connect with the industry after graduation. In the first week of the course, a pre-test was conducted to understand the concepts of food safety and quality management of students from different professional fields, and to revise the teaching direction of basic food knowledge in the classroom. After explaining each topic, students were asked to draw mind maps and analyze students The difference in the selection of keywords in the mind map is used to understand the students' awareness of the meaning of the theme. After the course is over, students are encouraged to take the "FSSC 22000 Chief Auditor" exam to prove that what they have learned in the course is practical after graduation. The results of the study show that the test scores of students have increased significantly after the class, and the selection of keywords in the mind map is more diverse and rich, and it increases as the course progresses, showing that the students' understanding of the course is gradually increasing. After the course, a total of 12 people participated in the international certification examination, and 6 people passed the examination, with a pass rate of 50%, and obtained the internationally recognized food safety chief auditor certificate. After completing this course, students can quickly connect with the industry, reduce the time for retraining, and enable students to be employed by the industry as soon as they graduate.2022-08-01T00:00:00Z情境教學應用於組織學課程以提升學習興趣及成效-肝小葉模擬建構之案例邱品文http://scholars.ntou.edu.tw/handle/123456789/241742023-10-06T05:58:31Z2022-08-01T00:00:00Z標題: 情境教學應用於組織學課程以提升學習興趣及成效-肝小葉模擬建構之案例
作者: 邱品文
摘要: 組織學是一門由結構特性來了解生物組織及器官生理現象的學門,能幫助我們了解生理現象的作用機制。組織學也是其他許多學門的基礎,更是一門可以培養邏輯能力的學科,因為不同組織內組成的細胞類型及其空間建構模式與該組織的生理功能具有十分密切的相關性。然而,在教授組織學的經驗中發現學生們往往因不易建立對於結構與功能間相互關係的理解,因而認為組織學是一門枯燥無趣的課程,影響了學習興趣及成效。本計畫導入情境教學法讓學生在學習中能切身感受組織內細胞種類、空間結構與生理功能的密切相關性,培養學生了解組織結構與生理作用間邏輯關係,提升學習成效。在最終一堂課以肝臟的基本結構及功能單位”肝小葉”為實作範例,引領學生構想設計肝小葉的可能結構並實際操作建構所設計出的模型,藉以增進學生切身感受組織結構與功能的相關性。本計畫成果由課後問卷調查分析發現此教學方法確能提升學生的學習興趣,也更容易了解與吸收老師後續講授更詳細的相關內容。此外在學習成效方面,藉由比較與前3年學期考試中均有的關於描述肝小葉的問答題的回答狀況,發現答題率由平均69%提升至96%,分數也由平均3.73提升至5.82(總分10分),顯示本計畫的教學模式的確增進學生學習效率。
Histology is the science of understanding the physiological phenomena of tissues and organs from the perspective of the structure and characteristics of cells harbored within. It is also a foundation of many other disciplines of biology. In addition, Histology is a discipline to cultivate students’ logical thinking as the cellular components of tissue and their structural arrangements are delicately intertwined with the biological function of the tissue. However, students often found Histology dry if they fail to understand the intricate relationship between structure and function. This research incorporates situated teaching and learning to guide students to appreciate the relationship between the structure of cellular components and the function of the tissue/organ, thus improving their performance in learning. In the final class of the semester, students were asked to picture the structure of the hepatic lobule (the structural and functional unit of the liver) and hand-build a model to illustrate their concepts. Based on the feedback survey after the class, this research project achieved the goals of enticing interest in learning and enhancing the understanding of the more detailed lecture materials given afterward. To further evaluate the impact of this research on students’ academic performance, the performances of answering similar assay questions about hepatic lobule in the academic exams of the past three years were analyzed. The results showed that the number of students answering the questions about hepatic lobule drastically increased from 69% to 96%. In addition, the average score increased from 3.73 to 5.82 (total score: 10). The data demonstrated that this project’s teaching model can enhance students’ learning efficiency and improve their academic performance.2022-08-01T00:00:00Z食品衛生安全加入人工智慧的課程規劃方銘志http://scholars.ntou.edu.tw/handle/123456789/241732023-10-11T20:46:52Z2022-08-01T00:00:00Z標題: 食品衛生安全加入人工智慧的課程規劃
作者: 方銘志
摘要: 過去的食安事件屢屢出現,多少會造成社會大眾的恐慌,而隨著科技發展,工業4.0的到來,數位科技與智慧化的觀念和技術廣泛的應用於食品產業,不僅可以施行智慧監控,降低人為誤判的發生,也能夠提升產能。如今,現在的課程鮮少導入人工智慧或機器學習的教材,而為了提升學生的數位素養及因應未來科技趨勢,欲執行多元教育將人工智慧加入食品衛生安全課程。透過此計畫帶領學生參觀現代化食品工廠,讓學生實際觀摩智慧化工廠的運作模式,同時也可以瞭解到感測器在食品品質監測上的應用,並藉由人工智慧的小專題進行不同儲存天數水果的品質與感測器之間的測定,讓學生可以更進一步地摸索,並利用課餘時間指導學生電子鼻感測器系統的組建、程式設計、實驗規劃以及統計分析,最後透過機器學習的方式整合出儲存天數與感測器訊號的關係。而為了確認學生的學習成效,利用課前與課後的問卷進行成果評估,結果發現學生在學習動機與數位素養方面從原本課前地4.20和4.39分顯著的提升至5.93以及6.04分,兩項學習指標皆提升超過20%,說明透過工廠參觀以及人工智慧的小專題成功地將AI導入課程中,使學生多方學習,提升對人工智慧的認知、引發求知慾、增加對未來的意識和責任感,並且能夠接應社會與企業需求。
Food safety incidents occurred frequently and caused panic recently. With the development of science and technology and the advent of Industry 4.0, digital technology and intelligent concepts and technologies are widely used in the food industry, which can not only implement intelligent monitoring, but also reduce the occurrence of human misjudgment during food processing. Nowadays, artificial intelligence or machine learning teaching materials are rarely introduced in current courses. In order to improve students' digital literacy, it is necessary to implement multi-education to incorporate artificial intelligence into food hygiene and safety courses. Through this project, students were guided to visit modern food factories, so that students can actually observe the operation mode of smart factories. At the same time, they can also learn about the application of sensors in food quality monitoring. Students are required to use their spare time to construct electronic nose sensor systems for the detection of fruits freshness knowledge including program design, experimental planning, statistical analysis and machine learning. The learning effectiveness of the students was evaluated by the pre-class and after-class questionnaires. It was found that the students' learning motivation and digital literacy improved significantly from the original 4.20 and 4.39 points to 5.93 and 6.04 points, respectively. The learning indicators have all increased by more than 20%, which shows that AI has been successfully introduced into the curriculum. Through factory visits and small topics on artificial intelligence which enable students to learn in multiple ways and be able to meet the needs of society and enterprises.2022-08-01T00:00:00Z以主題式桌上遊戲改善離島校區微生物學之學習動機與成效林士超http://scholars.ntou.edu.tw/handle/123456789/241722023-10-06T05:57:07Z2022-08-01T00:00:00Z標題: 以主題式桌上遊戲改善離島校區微生物學之學習動機與成效
作者: 林士超
摘要: 因離島分校交通不便,整學期微生物學須集中講授,冗長講課斲傷學習動機與興趣,故本研究試圖導入微生物學相關桌遊,以提高學生學習動機與成效。本研究以ETDG桌遊評鑑方法篩選出三種桌遊於學期初導入,以前後測方式驗證桌遊教學學習成效,錄影上課過程瞭解學習氛圍,以課堂外使用桌遊的次數量化自主學習的動機,並在期末訪談學生輔以ARCS問卷量化學生的學習興趣、學習目標相關性、信心與回饋報償程度。研究結果發現,導入桌遊後,課堂氛圍明顯活潑熱烈;課堂外使用桌遊的自主學習除一組未紀錄外,其餘六組至少有一次且最高達22次的練習記錄,明顯高於正課時間;ARCS的問卷結果顯示,三款桌遊均有80%以上的正面評價,其中,合作類型的瘟疫危機讓學生產生最高的學習自信心,而需要大量構思策略並攻防的Viral則最能激發學生的學習興趣與專注。期初期末的測驗分數亦從平均55.9明顯改善至62.6分;最後受訪學生均認同桌遊有助於改善學習氛圍與意願,且增進與同儕之間的協調溝通,缺點則為桌遊與正課的時間分配可進一步改善。從學生的回饋中可確知,導入主題式桌遊後,大幅改善離島長時間上課的沈悶氛圍、提高課內外學習動機與測驗分數。相信本教學結果與模式未來可提供給相似教學困境之教師應用。
Due to the geographic barrier, microbiology must be taught within a few weeks, which harms learning motivation and interests. We attempted to address this issue by introducing three microbiological board games after assessing with Evaluation of Table Games Design (ETGD) forms. The validation methods include paper-based exams before and after the application of board games to determine performance improvement, recordings of student activity in class, records of the uses of board games outside the course, and interviews with students along with an ARCS questionnaire to evaluate the learning interest, relevance, confidence, and satisfaction. Our results indicate that the atmosphere during classes was more enthusiastic; the frequency of using board games to review microbiological concepts was averagely higher, spending more time than they were in the class. The ARCS data reveal that all three board games received more than 80% of positive reviews from all students. The cooperative-oriented game, Pandemic, gave students the most confidence, and the strategy-type game, Viral, remarkably triggered their interest and drew their attention. As a result, their testing score improved from 55.9 to 62.6. Finally, the overall feedbacks from students point out that the introduction of board games benefited learning and enhanced peer interaction. Still, the time ratio between lessons and board games could have been adjusted. To sum up, the thematic board games could ameliorate the class atmosphere and elevate learning motivation and performance, and others who encounter a similar teaching predicament can reference the results obtained from this study.2022-08-01T00:00:00Z