scholarly journals Elementary Physics: for Medical, First Year University Science Students and General Use in Schools

Nature ◽  
1933 ◽  
Vol 131 (3317) ◽  
pp. 748-748
Keyword(s):  
First Year ◽  
Science Students ◽  
First Year University ◽  
University Science

Impact of Nutrition Education On University Students’ Fat Consumption

2009 ◽  
Vol 70 (4) ◽  
pp. 187-192 ◽  
Author(s):  
Teri E. Emrich ◽  
M.J. Patricia Mazier
Keyword(s):  
Nutrition Education ◽  
Saturated Fat ◽  
First Year ◽  
Science Students ◽  
Chi Square ◽  
First Year Students ◽  
Fat Consumption ◽  
Nutrition Course ◽  
University Science ◽  
Saturated Fat Intake

Purpose: University science students who have taken a nutrition course possess greater knowledge of fats than do those who have not; whether students apply this knowledge to their diet is unknown. We measured and compared science students' total and saturated fat intake in the first and fourth years, and evaluated whether taking a nutrition course influenced fat consumption. Methods: A sample of 269 first- and fourth-year science students at a small undergraduate university completed a survey with both demographic questions and a semi-quantitative food frequency questionnaire about fats in the diet. Data were analyzed using chi-square tests and independent-sample t-tests. Results: Fourth-year science students consumed fewer grams of total and saturated fat than did first-year science students (p<0.001). Science students who had taken a nutrition course consumed fewer grams of total and saturated fat than did those who had not (p<0.001). Conclusions: Taking a nutrition course may decrease first-year students’ fat consumption, which may improve diet quality and decrease the risk of chronic disease related to fat consumption.

Qualitative differences in approaches to teaching first year university science

1994 ◽  
Vol 27 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Keith Trigwell ◽  
Michael Prosser ◽  
Philip Taylor
Keyword(s):  
First Year ◽  
Approaches To Teaching ◽  
First Year University ◽  
University Science

scholarly journals Probing Thai freshmen Science Students’ Conceptions of Heat and Temperature Using Open-ended questions: A case study

2010 ◽  
Vol 2 (2) ◽  
pp. 82-94
Author(s):  
Choksin Tanahoung ◽  
Ratchapak Chitaree ◽  
Chernchok Soankwan
Keyword(s):  
Teaching Style ◽  
Introductory Physics ◽  
Alternative Conceptions ◽  
First Year ◽  
Science Students ◽  
Thermal Physics ◽  
Written Responses ◽  
Physics Course ◽  
First Year University

The purpose of this study was to investigate the alternative conceptions held by Thai first year science students. A total of 334 first year science students have been tested before the regular first year university instruction on the thermal physics topic began. The first open-ended question for investigating students’ conceptions on term temperature, heat, latent heat, specific heat capacity and thermal equilibrium. The second open-ended question for investigating level of students’ conceptions of heat conduction. Students’ conceptions in each concept were identified into different categories and levels of understanding. The study showed that students’ written responses have some common specific misconceptions and different levels of understandings. Most students were unable to offer a correct reason for their answers. The results of this study may imply the teaching style in Thai high schools that may be problematic. In addition, the students’ misconceptions found could be used as a guide for developing proper teaching methods on the introductory physics course especially in the topic of thermal physics.

University Science Students’: Knowledge of Fats

2007 ◽  
Vol 68 (3) ◽  
pp. 154-159 ◽  
Author(s):  
M.J. Patricia Mazier ◽  
Sheena L. McLeod
Keyword(s):  
Undergraduate Students ◽  
Nutrition Knowledge ◽  
Dietary Fats ◽  
First Year ◽  
Science Students ◽  
First Year Students ◽  
Nutrition Course ◽  
Different Types ◽  
University Science ◽  
Senior Students

Purpose: Students entering university often lack knowledge about fats; whether students gain such information during four years at university is unclear. Students’ knowledge of fat in the first and fourth years was measured and compared. The effect of a nutrition course on knowledge was also examined. Methods: A total of 215 science students at a small undergraduate university completed a 15-item, closed-ended questionnaire concerning knowledge of fats in the diet. Results: Fourth-year science students have greater nutrition knowledge of fats than do first-year science students (p<0.005). Given that the majority of first-year students reside on campus and the majority of fourth-year students reside off campus, the purchasing of food and preparation of meals may explain the senior students’ greater knowledge of fat. Students who have taken a nutrition course know more about fats than do those who have not (p<0.001). Conclusions: Taking even one course in nutrition greatly increases nutrition knowledge. Universities could encourage undergraduate students to take a basic nutrition course, which should emphasize the identification and understanding of different types of dietary fats.

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