From Global Sustainability to Inclusive Education: Understanding urban children’s ideas about the food system

Barton, Angela Calabrese; Koch, Pamela; Contento, Isobel R.; Hagiwara, Sumi

doi:10.1080/09500690500069467

Cited by 20 publications

(7 citation statements)

References 17 publications

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“…from food production through consumption and waste disposal) or rather learning about discrete elements of the food system in isolation ( 53 ) . Given evidence that urban schoolchildren hold a ‘black box’ with limited understanding about how food is transformed between the farm and food store ( 54 ) , further research is needed to examine impacts of food-related learning activities and their integration on student-level outcomes.…”

Section: Discussionmentioning

confidence: 99%

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools

Black

Velazquez

Ahmadi

et al. 2015

Public Health Nutr.

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Objective: To describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools. Design: The cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities; (iv) food-related teaching and learning activities; and availability of (v) healthy food; and (vi) environmentally sustainable food. Setting: Vancouver, Canada. Subjects: A purposive sample of public schools (n 33) from all six sectors of the Vancouver Board of Education. Results: Schools scored highest in the areas of food garden and compost system development and use. Regular integration of food-related teaching and learning activities and hands-on food preparation experiences were also commonly reported. Most schools demonstrated rudimentary efforts to make healthy and environmentally sustainable food choices available, but in general scored lowest on these two domains. Moreover, no schools reported widespread initiatives fully supporting availability or integration of healthy or environmentally sustainable foods across campus. Conclusions: More work is needed in all areas to fully integrate programmes and policies that support healthy, environmentally sustainable food systems in Vancouver schools. The assessment tools and proposed indicators offer a practical approach for researchers, policy makers and school stakeholders to assess school food system environments, identify priority areas for intervention and track relevant changes over time.

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Section: Discussionmentioning

confidence: 99%

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools

Black

Velazquez

Ahmadi

et al. 2015

Public Health Nutr.

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show abstract

“…In addition, exposure, and then purposeful connection within classrooms, to the types every day experiences recommended by NRC (2002), such as school gardens and field trips to farms, are essential to building long lasting understanding of agricultural science and technology concepts. The more rigorous the investigation involving students, the more they may internalize the process and understanding of the science of the agri-food systems (Barton et al, 2005). For example, bringing up student experiences with beef jerky or pickles might activate prior knowledge regarding preservation benchmarks, and allow teachers to build on that schema through instruction and investigation.…”

Section: Discussionmentioning

confidence: 99%

“…First, further study is needed in all agriculturally based benchmark areas. Only a few studies exist on the detailed understandings children hold about technology in the agri-food system (Trexler, 2000;Hess and Trexler, 2011b;Meischen and Trexler, 2003;Trexler and Roeder, 2003;Barton et al, 2005;Tsurusaki and Anderson, 2010). This study extends existing knowledge in revealing that students did not have a deep understanding of science and technology sub-concepts.…”

Section: Recommendationsmentioning

confidence: 99%

Urban Elementary Students’ Conceptions of Learning Goals for Agricultural Science and Technology

Trexler

Hess

Hayes

2013

Natural Sciences Education

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Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri‐food system necessary for democratic participation. Benchmarks representing the content that K–12 children need to understand about the scientific and technological underpinnings of the agri‐food system have been developed by agricultural and science educators. However, the benchmarks were developed without empirically based evidence on what existing agri‐food system knowledge students held. This study examines students’ understandings about science and technology concepts underpinning benchmarks for agricultural literacy. Urban upper elementary student concepts of the origins of food, the selection of plants and animals used for production, how people living in harsh environments obtain crops, and the prevention of food spoilage were probed. Using Piaget's theory of schema development, students’ understanding of agricultural technology were compared to grade‐specific benchmarks for agricultural literacy and examined for relationship to students’ backgrounds and experiences. In comparison to the benchmark goals for the age group, informants’ schema for the role that science and technology plays in the agri‐food industry was nearly nonexistent. This study suggests that existing agricultural literacy benchmarks, as designed, may not be age and/or developmentally appropriate. Additional suggestions indicate that underlying sub‐concepts needed for learner understanding may only be loosely connected to any meaningful experience of urban elementary students.

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“…La propuesta se planeó para ser aplicada con los estudiantes del grado séptimo de una Institución Educativa de carácter oficial en la ciudad de Medellín-Colombia, cuyos rangos de edades oscilan entre los 12 y 14 años. Se eligió este nivel de escolaridad dado que es un período de transición en el cual se fortalecen habilidades en la indagación científica como el papel de la evidencia, la elaboración de modelos y la construcción de explicaciones y en el que se debe formar una comprensión más compleja de los sistemas y las interrelaciones entre ellos, las cuales derivan en consecuencias personales, sociales y ambientales (Barton, Koch, Contento, & Hagiwara, 2005). alimentos y el intercambio y transformación de materia y energía, se aplicó un test de asociación de conceptos (TAC).…”

Section: Poblaciónunclassified

Nutrición en El Ser Humano: Un Abordaje Multidisciplinar Basado en La Indagación Y El Trabajo Colaborativo.

González-Jaramillo

Greca²,

González

2021

IENCI

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Teniendo en cuenta los problemas de salud, las condiciones de malnutrición y demás consecuencias que derivan de hábitos alimenticios inadecuados, apremia una educación nutricional que refuerce los conocimientos de los estudiantes acerca de los procesos que subyacen a la función de nutrición y los oriente hacia la toma de decisiones certeras frente a la adopción de estilos de vida saludable. Los objetivos que direccionaron el presente estudio fueron diseñar y evaluar una propuesta de enseñanza sobre la nutrición humana desde una perspectiva multidisciplinar, siguiendo los fundamentos didácticos del enfoque por indagación y el trabajo colaborativo. Los grupos participantes estuvieron conformados por alumnos del grado séptimo (N=109) de una Institución Educativa de carácter oficial de la ciudad de Medellín - Colombia. Se llevó a cabo un diseño cuasi-experimental con aplicación de un test de asociación de conceptos, antes y después de la intervención, el cual fue analizado por el método de agrupaciones jerárquicas. Así mismo, se compararon los resultados del cuestionario final utilizando la prueba t de Student. Ambas técnicas de análisis permitieron evaluar cambios en las relaciones conceptuales como fruto de la intervención, siendo esto un indicador de que la propuesta favoreció la comprensión de los estudiantes sobre la nutrición humana, en comparación con aquellos que siguieron el método de enseñanza convencional.

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From Global Sustainability to Inclusive Education: Understanding urban children’s ideas about the food system

Cited by 20 publications

References 17 publications

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools

Urban Elementary Students’ Conceptions of Learning Goals for Agricultural Science and Technology

Nutrición en El Ser Humano: Un Abordaje Multidisciplinar Basado en La Indagación Y El Trabajo Colaborativo.

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