Scholars have long used problem-based learning along with other pedagogical approaches that immerse learners in the content to foster an understanding of Science, Technology, Engineering, and, Mathematics (STEM) subjects. However, little has been written about learning food safety as a food science topic. This paper uses a narrative review to understand the ways in which food safety has been taught and how effective these methods have been. The main questions that this review sought to answer are (a) What pedagogical approaches have been used in teaching food safety in college and professional settings, and (b) How effective have these methods been in increasing knowledge retention? Special attention was paid to journals of food science education and more specifically food safety education worldwide, along with searches in institutional databases and other authoritative texts. The focus of the search was on article titles and abstracts with teaching methodology, learning, and effectiveness of these practices. Food safety as a STEM subject is very relevant to the agricultural sector and society. Learning food safety is essential as it maintains a sustainable food system that provides safe and nutritious food to consumers, whilst ensuring that students and professionals are literate in STEM. Most of the literature on learning food safety suggests that immersing students in experiential, active learning, and problem-based learning significantly increases their knowledge retention.

Authors:
Victoria Mukuni, Virginia Tech, United States
Joseph Mukuni, Radford University, United States

About the Presenter(s)
Ms victoria mukuni is a University Doctoral Student at virginia tech in United States

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