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Quantifying the Critical Thinking Skills of Students Who Receive Instruction in Meat-Animal or Meat Product Evaluation

机译：量化接受肉类动物或肉类产品评估指导的学生的批判性思维能力

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摘要

Meat-animal and meat product evaluation and participation on intercollegiate judging teams have long been reported to instill critical thinking and decision making skills in students, but no known work has quantified this objectively. Students withinthe Department of Animal Sciences at the University of Florida were given the EMI instrument to measure the Engagement, Cognitive Maturity, and Innovativeness of students at the start (Preintro; n = 110) and end (Postintro; n = 78) of the Introduction to Animal Sciences class, at the start (Preeval; n = 21) and end (Posteval; n = 21) of the meat-animal or meat product evaluation classes, and at the end (Postteam; n = 10) of participation on the intercollegiate meat or livestock evaluation team. Responses from Postteam students displayed greater (P <= 0.03) Engagement than students the other test groups and greater (P <= 0.03) Innovation than students from the Preintro, Postintro, and Preeval test groups. The results from this research objectively showparticipation on intercollegiate evaluation meat-animal or meat product teams improves students' critical thinking. The findings from this research further validate the efficacy of intercollegiate judging team participation to university administrators, program donors and sponsors, and prospective employers.
机译：长期以来，有报道称肉类动物和肉类产品的评估以及参加校际评审团的参与可以灌输学生的批判性思维和决策技巧，但是尚无已知的工作客观地对此进行量化。佛罗里达大学动物科学系的学生在介绍的开始（Preintro; n = 110）和结束（postintro; n = 78）时得到了EMI仪器，用于测量学生的参与度，认知成熟度和创新能力。在动物-动物或肉制品评估课程的开始（Preeval; n = 21）和结束（Posteval; n = 21）以及结束（Postteam; n = 10）参加动物科学课程时校际肉类或家畜评估小组。与来自其他测试组的学生相比，来自Postteam学生的响应显示出更大的参与度（P <= 0.03），具有创新性，比来自Preintro，Postintro和Preeval测试组的学生表现出更大（P <= 0.03）创新。这项研究的结果客观地表明，参加大学间评估动物，动物或肉类产品团队可以提高学生的批判性思维。这项研究的结果进一步验证了大学间评审团队对大学管理者，项目捐赠者和赞助者以及准雇主的参与的效力。

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