Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research

Megan A. Sumeracki, Yana Weinstein-Jones, Cynthia L. Nebel, Shelly J. Schmidt

Research output: Contribution to journalArticlepeer-review

Abstract

For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.

Original languageEnglish (US)
Pages (from-to)59-66
Number of pages8
JournalJournal of Food Science Education
Volume18
Issue number3
DOIs
StatePublished - Jul 2019

Keywords

  • concrete examples
  • elaboration
  • retrieval
  • science of learning
  • transfer

ASJC Scopus subject areas

  • Food Science
  • Education

Fingerprint Dive into the research topics of 'Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research'. Together they form a unique fingerprint.

Cite this