Garden-Based Nutrition Education Affects Fruit and Vegetable Consumption in Sixth-Grade Adolescents

McAleese, Jessica D.; Rankin, Linda L.

doi:10.1016/j.jada.2007.01.015

Cited by 250 publications

(288 citation statements)

References 15 publications

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“…However, there is limited high quality research evaluating the impact of gardening on children's FV intake, and it has provided mixed results. School or community gardening schemes have been associated with an increase in vegetable intake (Hermann et al, 2006;Ratcliffe, Merrigan, Rogers, & Goldberg, 2011;Wang et al, 2010) or FV intake in US children (Lautenschlager & Smith, 2007;McAleese, Rankin, McAleese, & Rankin, 2007), but not in all US projects or in primary school children in Australia (Davis, Ventura, Cook, Gyllenhammer, & Gatto, 2011;Gibbs et al, 2013;Lineberger & Zajicek, 2000;Morgan et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial

et al. 2015

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Section: Introductionmentioning

confidence: 99%

Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial

et al. 2015

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“…Meanwhile, the content element at the lowest level is Post harvest management and preparation of fruits and vegetables. In line with several studies (McAleese & Rankin 2007;Robinson-O'Brien et al 2009) among the program activities in the school garden used as part of the curriculum content based on garden are activities related to planting, managing the harvest, as well as preparation of harvested fruits and vegetables whether for sale or use in other dishes.…”

Section: Discussionmentioning

confidence: 55%

“…Studies on the effectiveness prove that the curriculum program involving nutrition education and nutritional agriculture among children (Graham et al 2005) and elements through school gardens can help in enhancing consumption of fruits and vegetables (Graham et al 2004;Heim et al 2009;McAleese & Rankin, 2007;Morris & Zidenberg-Cherr, 2002;Parmer et al 2009;Robinson-O'Brien et al 2009). …”

Section: Program Element Of Curriculum Based On Garden Of Nutritious mentioning

confidence: 99%

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

2017

APJCECT

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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.

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“…Even gardens implemented at schools have shown very positive results. In a study by McAleese and Rankin (2007), gardenbased activities along with nutrition education resulted in significant increases in fruit and vegetable consumption amongst school children. In addition, vitamins A and C, and fibre intakes showed significant increases.…”

Section: Successes and Failures Of Food-gardensmentioning

confidence: 99%

Design of an educational framework in introducing an unknown food crop into a farm worker community for ensuring food security

Rajput,¹

2012

Afr. J. Agric. Res.

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This study aims to design an educational framework based on the utilization cycle as a food-based strategy, integrating both agricultural and nutritional components, and also to empower people to improve their food security by introducing an unknown food crop into a specific community based on an in-depth understanding of current practices using known food crops. It was carried out in a rural farm-worker community in the Free State Province of South Africa. An educational framework was designed to guide the nutrition intervention strategy. This strategy was based on information gathered on the utilization of spinach (known crop) and was then applied to design a training manual for the intervention using an unknown crop (orange-fleshed sweet potato) in collaboration with agricultural extension officers. The community was explored at grass-roots level, and the current utilization patterns of spinach were observed. Behaviours, habits and drivers behind utilization was identified and combined with theory to design the educational framework for a food-based intervention. The framework was tested and refined by exposing agricultural officers to it. The design of the strategy is a problem-solution approach, which consists of 4 phases: (1) addressing shortcomings of current dietnot providing the minimum daily requirements for various vitamins and minerals as per the findings of the NFCS, (2) addressing the main underlying causes -which are low consumption of fruits and vegetables, and low dietary diversity, (3) proposed changes -inclusion of OFSP in their diets to not only increase dietary diversity but to also improve the status of vitamin A, and (4) desired outcomeoptimal utilization of OFSP through home garden cultivation. By observing the current strategies applied to the utilization of food crops, a framework was designed suitable to the unique local situation of a community to ensure maximum acceptance and application of unknown food crops. By involving agricultural extension officers in the process, the strategy was refined to be used by trainers in any rural community to implement introduction of new food crops to support the community in utilizing the new food crop and to ultimately improve dietary diversity.

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Garden-Based Nutrition Education Affects Fruit and Vegetable Consumption in Sixth-Grade Adolescents

Cited by 250 publications

References 15 publications

Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial

Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial

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

Design of an educational framework in introducing an unknown food crop into a farm worker community for ensuring food security

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