Capstone/Dissertation Title

Knowledge building in a culinary classroom environment using team-based learning strategy

Term

2008

Capstone

Dissertation

Degree Name

EdD

Abstract

In today's classrooms, knowledge building is a higher learning skill that internalizes knowledge through experiential learning. Knowledge building goes beyond rote learning to learning that fosters skills of analysis, communication, and creation of new knowledge from real actions. In team-based learning classrooms, the students learn the skills of collaboration and teamwork by engaging in tasks designed and facilitated by the instructor. Team-based learning is a pedagogy that endorses active-experiential learning in a collaborative environment. Students and instructors are able to use their experiences in connection with their team member's experiences to build knowledge synergistically. Learners work together creating real products or real conceptual knowledge products that become tools to build new experiences and build knowledge through those connections. This process also internalizes knowledge, promotes creative ideas, and develops real mental images that encourage additional knowledge building. The role of the instructor becomes that of course designer, facilitator, and authority who corrects any misconceptions. The role of the student changes whereby they become the executor of their education, participate in grading protocol, content development, and manage their own team activities. The student role changes as the teams develop a climate of trust and openness with open communication, organization, and resolution of conflict. An ethnographic approach is used for data collection and analysis that illustrates how aspects of knowledge building are impacted by team-based learning in a culinary environment. The study also describes the benefits, barriers, and obstacles of team-based learning design, from groups to teams, and the transition of all learners from traditional pedagogy to that of team-based learning.

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