A comparison of two differential methods for nutrition education in elementary school: lecture-and experience-based learning program

Jung, Lan-Hee; Choi, Jeong-Hwa; Bang, Hyun-Mi; Shin, Jaewook; Heo, Young-Ran

doi:10.4162/nrp.2015.9.1.87

Cited by 10 publications

(5 citation statements)

References 2 publications

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“…1 In this regard, the results of different studies show that education and intervention about nutrition can be effective if it emphasizes behavior rather than just knowledge. 8 , 9 …”

Section: Introductionmentioning

confidence: 99%

131: The Effect of Pender's Health Promotion Model in Improving the Nutritional Behavior of Overweight and Obese Women

et al. 2017

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Background and aimsChanges in lifestyle and eating habits have put women at risk of obesity and overweight more than ever. This aim of this study was to investigate the effect of Pender's Health Promotion Model (HPM) to improve the nutritional behavior of overweight and obese women admitted to Fatemiyeh Hospital clinics in Hamadan, west Iran in 2015.MethodsIn this quasi-experimental study, 108 eligible women were selected and randomly assigned to two groups: one experimental and one control. Data were gathered using three questionnaires: demographics, Pender's HPM constructs, and nutritional behavior. The questionnaires were filled out by both groups as pre-test and two months later. A Pender's HPM-based intervention was conducted on the experimental group. The data were analyzed by paired and independent t-tests, ANCOVA, and Spearmans' correlation coefficient in SPSS/16. The level of significance was considered to be <0.05.ResultsThe mean score of nutritional behavior was 41.75±3.28 and 42.36±3.69 before the intervention and 79.09±5.27 and 49.72±9.49 after the intervention in the experimental and control groups, respectively. The difference was significant only between before and after the intervention in the experimental group (P<0.001). Furthermore, the mean scores of the following variables were significantly different between before and after the intervention in the experimental group: nutritional behavior, perceived benefits, perceived self-efficacy, commitment to action, interpersonal and situational influences, affect related to behavior, and perceived barriers (P<0.001).ConclusionThe results showed that Pender's HPM-based training improved nutritional behavior and some constructs of the model. Therefore, this educative model can be used by healthcare providers to improve the nutritional and other health promoting behaviors.

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“…1 In this regard, the results of different studies show that education and intervention about nutrition can be effective if it emphasizes behavior rather than just knowledge. 8 , 9 …”

Section: Introductionmentioning

confidence: 99%

131: The Effect of Pender's Health Promotion Model in Improving the Nutritional Behavior of Overweight and Obese Women

et al. 2017

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“…Experiential learning is a theoretical perspective that emphasizes the experiences of the learners and focuses on the learning process so that ideas are formed and re-formed as youth experience the activity (22). Developing curricula based on the experiential learning perspective may promote beneficial outcomes by engaging youth through educational experiences (31).…”

Section: Discussionmentioning

confidence: 99%

Using Theory to Develop Healthy Choices in Motion, a Comprehensive, Experiential Physical Activity Curriculum

Fetter

Linnell

Dharmar

et al. 2020

Front. Public Health

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Background: Research has shown that engaging in regular physical activity supports physiologic, metabolic, and immunologic processes, as well as quality of life. However, few youth in the United States meet the U.S. Department of Health and Human Services recommendation of 60 min of moderate-to-vigorous physical activity every day. School-based programs can be an effective avenue for engaging youth in physical activity, particularly when the design of the health education is based on theory, research, and practice. The purpose of this study was to design, implement, and evaluate a theory-driven physical activity curriculum for the Shaping Healthy Choices Program (SHCP) using a systematic approach. Methods: The experiential, inquiry-based physical activity curriculum, Healthy Choices in Motion (HCIM), was developed with an optional technology enhancement using Backward Design. A questionnaire to assess the curriculum's effect on physical activity knowledge was developed and assessed for content validity, internal consistency (α = 0.84), and test-retest reliability (r = 0.73). The curriculum was piloted in two phases among upper elementary-aged youth: to ensure the learning goals were met (Pilot I) and to determine the curriculum's impact on physical activity knowledge, behavior, and self-efficacy (Pilot II). Pilot II was implemented among eight 4th and 5th-grade classrooms participating in the UC CalFresh Nutrition Education Program: (1) Comparison (no intervention) (n = 25); (2) SHCP only (n = 22); (3) SHCP + HCIM (n = 42); (4) SHCP + HCIM with technology enhancement (n = 47). Analyses included unadjusted ANOVA and Bonferroni for multiple comparisons and paired t-test (p < 0.05). Results: Through the use of a methodical design approach, a comprehensive physical activity curriculum, called HCIM, was developed. Youth participating in HCIM improved physical activity knowledge compared to youth receiving no intervention (+2.8 points, p = 0.009) and youth only in the SHCP (+3.0 points, p = 0.007). Youth participating in Fetter et al. Development of Healthy Choices in Motion HCIM with technology enhancement demonstrated improvements compared to youth only in the SHCP (+2.3 points, p = 0.05). Conclusion: Improvements in physical activity knowledge in youth participating in HCIM may contribute to improvements in physical activity and should be further explored in conjunction with behavioral measurements.

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“…Diversos recursos pedagógicos têm sido propostos para a realização de ações em EAN, como jogos, teatros e paródias. As brincadeiras, as dinâmicas e as práticas de socialização têm obtido melhores resultados do que aquelas puramente expositivas, com conteúdos desvinculados da realidade infantil [6] . Ademais, ações que adotam recursos pedagógicos capazes de despertar o interesse pela aprendizagem por parte das crianças, estimulando o olhar crítico sobre o tema, também têm se destacado por seus resultados positivos [7,8] .…”

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Comparison of pedagogical resources in food and nutrition education actions with children

Inácio

Santos

Pereira

et al. 2022

Segur. Aliment. Nutr.

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Food and Nutrition Education (FNE) has become an important strategy designed to promote better food choices and to prevent diseases. The aim of this study was to evaluate three pedagogical resources used in FNE interventions. Fifty-six children were invited to participate. They were divided into three groups. After applying exclusion criteria, the group division were A (n = 20), B (n = 12) and C (n = 13). The study consisted of: initial assessment (t = 0), interventions, second assessment (t = 1) and third assessment performed three weeks later (t = 2). To evaluate the interventions outcomes, it were used 24h food recall and questionnaire. Each group received an intervention based on different theory. The lecture represented the traditional pedagogy. Workshop for juice elaboration was developed through bases of Johaan Henrich Pestalozzi’s theory and the history book, contemplated bases of theoretical framework of Paulo Freire. The results showed, in general, all interventions got great outcomes in increasing the level of knowledge about food and nutrition, however the lecture and the development of a juice using the bases of the intuitive method proposed by Pestalozzi, respectively, showed lower levels of forgetfulness.

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A comparison of two differential methods for nutrition education in elementary school: lecture-and experience-based learning program

Cited by 10 publications

References 2 publications

131: The Effect of Pender's Health Promotion Model in Improving the Nutritional Behavior of Overweight and Obese Women

131: The Effect of Pender's Health Promotion Model in Improving the Nutritional Behavior of Overweight and Obese Women

Using Theory to Develop Healthy Choices in Motion, a Comprehensive, Experiential Physical Activity Curriculum

Comparison of pedagogical resources in food and nutrition education actions with children

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