| Summary: | 碩士 === 靜宜大學 === 觀光事業學系研究所 === 98 === This present research aims to examine the impact of learning style of the students who study in the department of culinary arts on the development of culinary creativity. While facing the flourishing growth of tourism industry as well as the department of culinary arts in schools, the researcher expects to provide schools, departments and teachers in Taiwan with the understanding of the impact of students’ learning styles on their development of the culinary creativity. The researcher hopes the understanding will contribute to the curriculum design of the departments of culinary arts, the future education plan of schools, and the on-job training of the industry.
This research adopted the Learning style inventory from Ming-tsun, Chen (2005). The Scale for Creative Culinary was adopted from Jeou-Shyan, Horng and Meng-Lei, Hu (2008). Proportional sampling was used to distribute questionnaires. The samples were the students who currently study in the department of culinary arts. 600 questionnaires were distributed and 352 students or 59 % of the initial sample were returned. Descriptive statistics, factory analysis, t-test, one-way ANOVA, regression analysis and path analysis were employed SPSS to analyze. Research conclusions were as follows:
1. With respect to four learning styles, accommodator style was identified as the most acceptable learning style.
2. The development of the culinary creativity of the students who study in the department of Culinary Art was concluded as a seven-stage process. Specifically, the seven-stage process was from “Discovery and Collection”, “Substantiation and Application”, “Integration and Demonstration”, “Evaluation and Improvement”, “Clarification”, “Insight” to “Record”
3. The gender and the experience of participating in culinary contests of the students had significant differences on both the students’ learning styles and their development of the culinary creativity.
4. Learning styles had no significant differences on the development of the students’ culinary creativity.
5. Learning styles had a positive effect on the development of the students’ culinary creativity.
|
|---|
