Review of the strategies employed in the school setting for the teaching of human nutrition

González-Jaramillo, Verónica; Greca, Ileana María; González, Susana

doi:10.4067/s0717-75182020000300512

Cited by 5 publications

(12 citation statements)

References 15 publications

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“…The remaining two studies (Carraway‐Stage et al., 2015 and Hovland et al., 2013 as cited in González‐Jaramillo et al., 2020) examined the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) programme. Based on the description provided by González‐Jaramillo et al.…”

Section: Resultsmentioning

confidence: 99%

“…Based on the description provided by González‐Jaramillo et al. (2020), the studies seem to have drawn on the same sample, 34 fourth‐grade courses in North Carolina and Ohio, although the number of participants differed (473 compared to 580). It is unclear how many students belonged to the intervention group.…”

Section: Resultsmentioning

confidence: 99%

“…The only evidence they reported comes from a single programme and sample. González-Jaramillo et al (2020) The systematic review by González-Jaramillo et al ( 2020) investigated which strategies were used to teach human nutrition in schools and aimed at 'verifying the existence of multidisciplinary proposals that can lead to significant learning' (p. 514). While this suggests a focus on successful implementations of multidisciplinary approaches, the authors did not explicitly exclude studies that did show such improvements in learning.…”

Section: Nutritionmentioning

confidence: 99%

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Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Kreijkes,

Greatorex

2024

Review of Education

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There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject‐based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject‐based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid‐2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject‐based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed.Context and implicationsRationale for this studyThere is a need for understanding the current evidence for comparative effects of subject‐based and integrated curriculum approaches on students' learning experiences and outcomes.Why the new findings matterThe findings can inform the long‐lasting, international debates regarding the best ways of structuring the curriculum.Implications for practitioners, curriculum designers and researchersThis review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of ‘subjects’ versus ‘integration’ and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject‐based nor integrated approaches are superior for students' learning. A well‐implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Nutritionmentioning

confidence: 99%

See 1 more Smart Citation

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Kreijkes,

Greatorex

2024

Review of Education

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“…Revisiones recientes de la literatura relacionadas con la enseñanza de la nutrición y la educación para la formación de buenos hábitos alimenticios y la salud (Meiklejohn, Ryan, & Palermo, 2016;González-Jaramillo, Greca, & González, 2020) muestran que intervenciones potencialmente significativas son aquellas en las cuales se considere la pertinencia de darle a la nutrición un enfoque integral basado en la integración curricular; la implementación de estrategias multicomponentes; la asignación de una intensidad adecuada que permita la inversión del tiempo suficiente para la ejecución de las propuestas y estrategias; la viabilidad del uso de metodologías activas de aprendizaje; y la importancia de impactar tanto el conocimiento en nutrición como en las actitudes, hábitos y toma de decisiones frente a estilos de vida saludables.…”

Section: Fundamentación De La Propuestaunclassified

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

González-Jaramillo

Greca²,

González

2021

IENCI

Self Cite

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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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“…Thus, this educational approach may support the application of FNE in an integrated way to people's lives. Holistic education strategies have stood out in the area of FNE and research that reveals the implementation of this educational approach, such as the present study, can contribute to expanding these initiatives both in non-formal (as the educational space focused on in this research) and formal education (schools engaged in the education system) [27,28].…”

Section: Introductionmentioning

confidence: 99%

Food and Nutrition Education integrated in a holistic educational model

2022

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Objective: To propose elements for the development of Food and Nutrition Education practices integrated to pedagogical activities for children. Methods: This is a qualitative case study, with participant observation and semi-structured interviews, carried out in a non-formal learning space, that is inspired in anthroposophy, Slow Food movement and Pikler approach. Participants were 13 children aged one to four years and three educators, and the data were interpreted by reflexive thematic analysis, using the Complex Thought as a theoretical framework. Results: The Food and Nutrition Education was consolidated in different pedagogical activities, such as cultivation practices, reverence in dealing with food, rituals and sharing, in an environmental and transdisciplinary approach. Conclusion: Nutrition education activities as part of a relationship with the environment and the planet, seen from a transdisciplinary perspective, is a differential in the formation of principles and values in early childhood education.

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Review of the strategies employed in the school setting for the teaching of human nutrition

Cited by 5 publications

References 15 publications

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

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

Food and Nutrition Education integrated in a holistic educational model

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