Development of a Garden-Based Curriculum Content Model for Indigenous Primary School Students

Abstract

Abstract:The purpose of this paper is to report the finding on the development of Content Model of a Garden Based Curriculum on Nutritious Fruits and Vegetables for Indigenous Primary Schools. Data collection was conducted using Interpretive Structural Modelling (ISM) method to develop the model and implementing Nominal Group Technique (NGT) involving experts from various related disciplines including indigenous research, indigenous nutritional research, curriculum design, agriculture and activist from Semai ethnic for adding and dropping the elements that are presented before voting was conducted. NGT was carried out as an efficient technique for generating ideas in groups and for clarifying the generated ideas prior to the voting procedure by featured experts in ISM. Findings indicate that development of content model of a garden based curriculum on nutritious fruits and vegetables that comprises four (4) content elements. Apart from the development of content model, the development of curriculum objective model, teaching and learning methods model, evaluation and assessment model are enabled to be used as a guideline in developing modules and teaching and learning program to improve nutritious fruits and vegetables consumption for Semai Indigenous children.

A home gardening intervention to improve vegetable consumption among urban poor children: A study protocol for randomised controlled trial

“…Nevertheless, the vegetable consumption among children remains below the recommended levels in Southeast Asian countries such as Malaysia (Koo et al, 2016), Thailand (Hong and Piaseu, 2017) and Indonesia (Hermina and Prihatini, 2016). To date, only one garden-based intervention with education curriculum on fruits and vegetable was developed in Malaysia (Aziz et al, 2017). However, the model was designed specifically only for Indigenous children in a primary school setting.…”