Project-based learning and academic motivation in gastronomy and culinary arts education

Yıl 2024, Cilt: 6 Sayı: 1, 170 - 181, 30.06.2024

Beybala Timur

https://doi.org/10.53601/tourismandrecreation.1462192

Öz

This study investigates the relationships between project-based learning (PBL) and the dimensions of academic motivation within the framework of self-determination theory. To this end, the study employed a mixed method and, data were collected from gastronomy and culinary arts students through a survey and interview via open-ended questions. PLS-SEM structural equation modeling was used to analyze the quantitative data, while the qualitative data were analyzed through content analysis. The quantitative findings indicated that PBL positively affects students' extrinsic and intrinsic motivation, while it negatively affects their motivation. The qualitative findings showed that PBL was found to boost students' desire and motivation to learn, while also cultivating their sense of responsibility and problem-solving skills. Consequently, it can be concluded that PBL is an active learning method that positively affects the academic motivation of gastronomy and culinary arts students, and its use in higher education should be encouraged.

Anahtar Kelimeler

Gastronomy education, Project-based learning, Academic motivation, Self-determination theory

Gastronomi ve mutfak sanatları eğitiminde proje temelli öğrenme ve akademik motivasyon

Öz

Bu çalışma, özerklik teorisi çerçevesinde proje temelli öğrenme (PTÖ) ile akademik motivasyon boyutları arasındaki ilişkileri araştırmaktadır. Bu amaçla çalışmada karma bir yöntem tercih edilmiş, gastronomi ve mutfak sanatları öğrencilerinden anket ve açık uçlu sorulara yazılı olarak cevap verdikleri bir mülakatla veri toplanmıştır. Nicel veriler PLS-SEM yapısal eşitlik modellemesi ile, nitel veriler ise içerik analizi kullanılarak incelenmiştir. Nicel bulgular, PTÖ'nün öğrencilerin dışsal ve içsel motivasyonunu pozitif yönde etkilediğini, motivasyonsuzluklarını ise negatif yönde etkilediğini göstermektedir. Nitel bulgular ise PTÖ'nün öğrencilerin öğrenme isteği ve motivasyonunu arttırdığını, sorumluluk bilincini ve problem çözme becerilerini geliştirdiğini işaret etmektedir. Sonuç olarak, PTÖ'nün gastronomi ve mutfak sanatları öğrencilerinin akademik motivasyonunu olumlu yönde etkileyen bir aktif öğrenme yöntemi olduğu ve yükseköğretimde kullanımının teşvik edilmesi gerektiği söylenebilir.

Anahtar Kelimeler

Gastronomi eğitimi, Proje temelli öğrenme, Akademik motivasyon, Özerklik teorisi

Kaynakça

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