PjBL × USR : 推動水產品品質精進創新服務

Abstract

隨著全球化與食品科技的發展，食品安全風險愈加複雜，品質管制已成為食品相關科系的重要課程，目的在培育具備品質與管理能力的人才。然而，傳統教學以知識傳授為主，與產業實務脫節，導致學生面臨學用落差與職場適應困難。為減少落差，本研究旨在將PjBL (Project-based Learning)教學法導入品質管制課改變教學現場，在課程裡，學生接受真實世界的任務(提出案例水產品產品之品質改善策略)，教學設計主要分為五個階段，除了傳統知識授與外，學生需要應用跨域知識(食品科學/社會科學)，進行規劃及資料收集(公司訪談/消費者問卷調查)及建立品質屋，期間需要分工合作並進行口頭報告，提出案例產品改善品質措施。研究結果顯示，PjBL能有效增強學生的「辨識問題與訂定專業目標」、「科學能力」以及「信心與創意」三個面向，另外在口頭報告的高分組及低分組，都表示在「科學能力」方面的提升尤為顯著，顯示在不同程度的學生上皆可看出學習成效，總言之，學生解決真實場域問題，能夠提升自身的社會責任感，期望未來於場域產生更多正面的影響，並進入產業對食安及品質管理的領域更多的貢獻。 With the advancement of globalization and food technology, food safety risks have become increasingly complex. Quality control has thus become a critical course in food-related academic programs, aiming to cultivate professionals with both quality assurance and management capabilities. However, traditional teaching methods focus primarily on knowledge transmission and are disconnected from industry practices, resulting in a gap between what students learn and what they need in the workplace, and making it difficult for them to adapt professionally. To bridge this gap, this study aims to introduce the Project-based Learning (PjBL) approach into the Food Quality Control curriculum to transform the teaching environment. In the course, students undertake real-world tasks—such as proposing quality improvement strategies for a case study involving seafood products. The instructional design is structured into five stages. In addition to acquiring traditional theoretical knowledge, students must apply interdisciplinary knowledge (from food science and social sciences), engage in project planning and data collection (e.g., company interviews and consumer surveys), and build a house of quality model. Throughout the process, students collaborate in teams, deliver oral presentations, and propose specific quality improvement measures for the case study product. The research findings show that PjBL effectively enhances students in three key areas: (1) identifying problems and setting professional goals, (2) scientific competency, and (3) confidence and creativity. Notably, both high- and low-scoring groups in the oral presentations reported significant improvement in scientific competency, indicating that the approach benefits students of varying abilities. In summary, by tackling real-world problems, students not only improve their sense of social responsibility but are also expected to generate more positive impacts in the field and contribute meaningfully to food safety and quality management within the industry.