Context Considerations for Developing the In Defense of Food Nutrition Education Curriculum

Luesse, Hiershenee B.; Contento, Isobel R.

doi:10.1016/j.jneb.2018.10.010

Cited by 8 publications

(9 citation statements)

References 22 publications

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“…Many lessons also include Capture It reflection pieces to create a food advertisement, a poem or a skit that allows young people to reflect on their food environments using photography, drawing and writing. Educational strategies and context considerations emphasised as key to developing successful learning environments in an afterschool environment were incorporated into the curriculum (Luesse and Contento, 2019). These included opportunities for student-centred learning, scaffolding and differentiation strategies, and teaching through relationships.…”

Section: Methods and Resultsmentioning

confidence: 99%

Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum

Luesse¹,

Koch

Contento

2019

Health Education Journal

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Objective: This study describes the use of the Nutrition Education DESIGN Procedure for developing the In Defence of Food Curriculum, a health education curriculum serving as the companion guide to the In Defence of Food documentary film based on the book with the same title. Design: The DESIGN Procedure is a systematic stepwise framework that produces behaviourally focused, theory-driven health education programmes and evaluation plans. Methods: DESIGN begins with an audience assessment and literature review that guides the selection of desired behaviours and psycho-social theory. For the In Defence of Food Curriculum, the desired behaviour changes were increased intake of whole/minimally processed plant-based foods and decreased intake of highly processed foods. A theoretical framework combining social cognitive and social determination theories guided programme development and evaluation plans. Education theory guided translating this framework into a ready-to-deliver curriculum. DESIGN aims to ensure alignment of theory determinants/mediators, behaviour change strategies, objectives, instructional activities and evaluation measures for systematically addressing desired behaviour changes. Over the course of 10 lessons, young people participate in interactive activities that explore the benefits of healthy eating, while appreciating how the ubiquity of heavily marketed and highly processed foods make healthy eating challenging. The evaluation plan guides measurement of target behaviours and the theory-based determinants/mediators. Results: This case study describes the development of the In Defence of Food curriculum using the DESIGN Procedure and demonstrates how a comprehensive and structured method for health education curriculum development and evaluation planning can be applied. Conclusion: The DESIGN Procedure has relevance for researchers, practitioners and programme planners.

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Section: Methods and Resultsmentioning

confidence: 99%

Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum

Luesse¹,

Koch

Contento

2019

Health Education Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this study, teachers’ views were in line with the WHO recommendations. Learner-centred and tailored approaches, and building social connection, were considered important for improving learning about food and nutrition in the afterschool context in a recent qualitative study (Luesse and Contento, 2019). In addition, a systematic review of teaching strategies to promote healthy eating among primary school children showed that experiential learning made the largest contribution towards the reduction of food consumption and increased nutritional outcomes (Dudley et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ awareness and perceptions of Health Education Nutrition Programmes in Greece: A qualitative study

Koutsaki

Saltaouras

Diamantopoulou

et al. 2022

Health Education Journal

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Objective: The aim of this study was to evaluate primary and secondary school teachers’ attitudes and perceptions regarding the usefulness and effectiveness of Health Education Nutrition Programmes (HENPs) in Greece. Design: Qualitative study using semi-structured interviews. Method: In total, 18 teachers (7 men, 11 women), aged 36–55 years, working in primary ( n = 8) and secondary education ( n = 10) were recruited via purposive sampling from three counties in Greece and were interviewed via through an online platform. Thematic analysis was used to interpret the data. Results: Four main themes were identified: teachers’ awareness of HENPs; the role of the external environment in shaping students’ dietary habits; the value of experiential learning; and barriers and facilitators to the implementation of HENPs. Most teachers considered HENPs important and effective in improving children’s eating habits through experiential learning; however, training and support were very limited. The family has a crucial role in shaping children’s eating habits, which highlights the need for collaboration between school and family. The main barriers for the implementation of HENPs were lack of time and resources. Conclusions and implications: Teachers perceive HENPs as effective tools to improve children’s dietary behaviour. However, they need support/training from experts to deliver them successfully at school. Expert guidance to train the teachers and family involvement are needed to increase the effectiveness of the HENPs used in Greek primary and secondary schools.

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“…For example, Teens CAN may be incorporated into classroom instruction, but was conceived with the intention of being employed within existing afterschool and youth development programs over twelve weeks. Each of the twelve modules feature experiential learning activities intended to cultivate teamwork, which is important for afterschool educational programs [ 68 ], and build knowledge, skills, and self-efficacy associated with food literacy. With Teens CAN primarily intended for low-income adolescents, facilitating the curriculum within afterschool programs is particularly important for introducing youth to science-based programming applicable to daily living that they otherwise would not be permitted to access [ 69 , 70 , 71 ].…”

Section: Discussionmentioning

confidence: 99%

Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

2021

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Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

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Context Considerations for Developing the In Defense of Food Nutrition Education Curriculum

Cited by 8 publications

References 22 publications

Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum

Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum

Teachers’ awareness and perceptions of Health Education Nutrition Programmes in Greece: A qualitative study

Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

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