ÖzBu çalışmada, gıda ve beslenme okuryazarlığı kavramı, tanımı, amacı, gerekli beceriler ve işaret eden bazı unsurların incelenmesi ayrıca bu terim için bir tanım önerilerek ulusal literatüre katkı sağlanması amaçlanmıştır. Bu derleme çalışmada, benzer konuda yapılmış birincil araştırmalardan ortaya çıkan ikincil veriler kullanılmıştır. Gıda ve beslenme okuryazarlığı, gıda ve beslenme ile ilgili bilgilere erişme, analiz etme, değerlendirme, doğru kararlar alarak uygulayabilme, sağlıklı beslenmeyi sürdürme, uygun miktarda sağlıklı besin seçme ve tüketme, gıda sisteminin işleyişini değerlendirme ve gıda güvencesinin sağlanması için gerekli olan istek, bilgi, beceri, tutum, davranış ve yeteneklerin bileşimidir. Toplumda, gıda ve beslenme okuryazarlığının öneminin anlaşılması ve yaygınlaşması sağlığın, iyilik halinin, sağlıklı beslenme ve besin seçiminin geliştirilmesi ve sürdürülmesine katkı sağlayabilecektir. Bilgi, beceri ve davranış odaklı, kuramlara dayanan ve etkin eğitim yöntemlerinin kullanıldığı gıda ve beslenme okuryazarlığı girişimlerin planlanması ve uygulanmasında ilgili tüm paydaşların iş birliği içinde olmaları yararlı olacaktır.Anahtar Kelimeler: Gıda ve beslenme, Okuryazarlık, Beslenme bilgisi, Beslenme eğitimi Food and Nutrition Literacy AbstractIn this research, the aim is to study the concept, definition, objective of nutrition literacy, required skills with some reference elements and also proposing a new definition for this term in order to contribute to the national literature. In this review study, secondary data which was obtained from the primary studies carried out in a similar subject was used. Nutrition literacy is the combination of access to, analysis, and evaluation of the information related to food and nutrition, making and implementation of good decisions, maintaining a healthy eating, choosing and consuming a proper amount of healthy food, and the motivation, knowledge, skill, attitude, behavior and abilities required for the evaluation of the motivation needed to ensure food security and the working of the food system. The recognition and dissemination food and nutrition literacy among the society will help the improvement of well-being, maintaining a healthy nutrition and choice of healthy food. It would be useful that all stakeholders are in cooperation in the planning and implementation of food literacy initiatives where effective, theorybased training methods focusing on knowledge, skill and behavior are used.
A research on functional food knowledge, preference and consumption of unıversity students Üniversite öğrencilerinin fonksiyonel besin bilgi, tercih ve tüketimleri üzerine bir araştırma Abstract Purpose: This research was conducted on 300 university students studying in Konya in order to determine the functional food knowledge, preference and consumption of university students. Method: In the study, the students' consumption frequency, preferences and knowledge of the functional food were determined. Functional Food Knowledge Test was used to determine the functional food knowledge of the students (Cronbach alpha: 0.84). For the statistical analysis of the data, independent sample t test and one-way ANOVA test were applied by using SPSS 20.0 program. Findings: As a result, it was determined that 90.7% of the students consumed functional foods, 86.3% preferred natural products, 13.7% preferred commercial products; 70.3% consumed functional foods in main meal and snacks. When purchasing functional food, 15.3% of the students paid attention to the outward appearance, 14.3% to the price, 45.3% to the brand and 25.0% to the calorie. When functional food consumption frequency of students were examined; it was determined that the most common functional foods consumed
Objective: The objective of this study was to assess the feasibility of using digital template photos to estimate children's dietary intake in childcare settings. Study Design, Setting, Participants, Intervention: Photos of preschool children's meals were taken before consumption, when any additional servings were provided, and after consumption. Weights and template photos of each meal component were taken separately, at decreasing portion sizes beginning with the serving size given during mealtime and ending at approximately onequarter to one-eighth of the original serving size, such that if any more were eaten, it would be considered finished. Three trained undergraduate research assistant coders compared photos of actual mealtime plates with the digital template photos side by side on a split screen. Coders used the digital template photos to visually estimate the portion size of each meal component as it had been served and consumed. Outcome Measures and Analysis: Preliminary data from ongoing data collection consisting of 10 mealtimes composed of 35 food and beverage components in total were independently coded. Inter-rater reliability was evaluated by intra-class correlation coefficient (ICC). Results: Across the 10 preliminary trials, ICC was 0.931 suggesting trained coders can reliably estimate food quantities using digital template photos. Conclusions and Implications: As a feasible and costeffective method, digital template photos may create opportunities for assessing children's dietary intake in research and intervention projects where it has been otherwise prohibitive to do so. Funding: USDA.
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