Completed projects

Table of contents

1. 1. Nutrition Education for Pediatricians and Collaborating Health Professionals (MedEB)
   2. Teaching and Learning Experiments in the Field of Nutrition and Home Economics: Competency Development for Prospective Teachers (FoodLabSkills)
   3. Food Murder Mystery: "Booster Game" Escape Room
   4. Establishment of the TUD BildungsAcker as a research and learning site at TU Dresden
   5. Strengthening the Digital and Reflective Skills of Teacher Education Students Through Digitized Field Studies

Nutrition Education for Pediatricians and Collaborating Health Professionals (MedEB)

Timeframe	Funding Source
March 1, 2023 – June 30, 2026	Federal Ministry of Food and Agriculture (BMEL)

The project focuses on analyzing the current state of nutrition education—including both specialized knowledge and counseling skills—among various healthcare professionals in the field of pediatric and adolescent medicine. The goal is to identify starting points for improving the teaching and application of skills related to the nutritional knowledge and behaviors of children and adolescents, which can thereby contribute to healthier development.

Project on Nutrition Education for Pediatricians and Collaborating Healthcare Professionals (MedEB)

Project staff: M.Sc. Lisa-Michelle Dietz (Research Associate), Ella Hannemann, Amelie Haberlander (student assistants)

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Teaching and Learning Experiments in the Field of Nutrition and Home Economics: Competency Development for Prospective Teachers (FoodLabSkills)

Duration	Funding Agency
September 1, 2024 – March 31, 2026	Foundation for Innovation in Higher Education (StIL)

Teachers in the field of nutrition and home economics must possess a foundation in biology, chemistry, and physics, as well as competencies in scientific inquiry, in order to effectively teach natural science phenomena relevant to their field. The use of experiments as teaching and learning strategies is highly suitable for this purpose. However, the current literature frequently describes deficits among teachers in their daily school practice regarding scientific inquiry and experimental instruction. For this reason, the Chair of Nutrition and Home Economics/BBS is establishing a new module to promote experimental competencies related to the methodological and didactic design of teaching-and-learning experiments in learning-field-structured instruction. The teaching concept aims to enable prospective teachers to design science-based lessons and to strengthen the understanding of science education in teacher training programs for vocational schools.

Foundation for Innovation in Higher Education Teaching—Freedom for Teaching Development

Project Staff Member: Hanan Daka,M .Sc . in Food Chemistry (Research Associate)

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Food Murder Mystery: "Booster Game" Escape Room

Duration	Funder
September 15, 2020 – September 30, 2024	Volkswagen Foundation

This externally funded project is in the field of science communication. It focuses on aspects of gamification in vocational education and training in nutrition and home economics. It is funded by the Volkswagen Foundation. With the professional support of an experienced gamification partner, we developed the “Booster Game” escape room on the topic of food safety. From July 9, 2022, to August 28, 2022, participants could play this game at the German Hygiene Museum in Dresden. At the following additional locations, interested young people and trainees in the fields of nutrition and home economics, in particular, can take on the challenge of the tricky puzzles:

• October 1, 2022, Festival of Science marking the 60th anniversary of the Volkswagen Foundation, Hanover, Herrenhausen Palace (puzzle sections)
• Spring 2023, Münster University of Applied Sciences (link to press release)
• Summer 2023, Heidelberg University of Education
• Fall 2023, University of Bonn
• Starting at the end of 2023, VDI-G.a.r.a.g.e., Leipzig

Project staff: Dr. Kai Fischer (Research Associate), Anne Andrea Katharina Kobylka (student assistant), Iris Margarete Lydia Riede (student assistant), Lisa-Marie Lieske (student assistant)

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Establishment of the TUD BildungsAcker as a research and learning site at TU Dresden

Timeframe	Funding Source
January 1, 2023 – December 31, 2023	TUD Dresden University of Technology; Environment Commission

The goal of this initiative is to consolidate and establish the BildungsAcker as an integral and natural learning and research site at TU Dresden, offering both students and faculty opportunities for innovative formats of transformative ESD, while also serving the interested public as a place for communication, information, and exchange in the TUD Botanical Garden.

At the federal and state levels, the importance of Education for Sustainable Development (ESD), particularly in teacher education, is firmly established. The establishment of an agricultural area within university teaching thus also reflects the concept of ESD as a cross-cutting task that can be understood both as an interdisciplinary endeavor and as a learning and development process affecting the entire institution. In the spirit of a “whole institutional approach,” this educational space—used as a field—contributes to the implementation of the sustainability strategy and to further establishing TUD’s profile as a sustainable university. By establishing a concrete learning space for implementing ESD in the form of an educational farm, a long-term teaching and learning space is created within the structures of the TUD where research-based teaching can be delivered in an action-oriented manner. To date, no such publicly accessible learning and meeting place for university teaching has been established at TUD or any other university in Saxony.

Project staff: Josephine Geißler (student assistant), Matthias Anders (student assistant)

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Strengthening the Digital and Reflective Skills of Teacher Education Students Through Digitized Field Studies

Duration	Funding Agency
September 1, 2022 – August 31, 2023	TUD Dresden University of Technology; Digital Teaching and Learning Fund (DLL)

The objective of the project is to promote digital and reflective competencies among teacher education students and to strengthen their understanding of the requirements for subject-specific work in the E&H professional field. This will be achieved through students’ active engagement with current challenges in relevant professional work in the form of productive media work. The content digitally documented during field visits will be pedagogically processed and reflected upon. This will involve an in-depth examination of subject-specific and professional-science content, as well as currently relevant issues in the professional field.

Project staff: M.Ed. Christiane Klatt (Research Associate), Mary-Ann Biber-Müller (student assistant)

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