Secondary teachers' nutrition knowledge, attitudes, and practices

Penner, Karen P.; Kolasa, Kathryn M.

doi:10.1016/s0022-3182(83)80140-x

Cited by 14 publications

(5 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several research studies cite the importance of teacher training for enabling school‐based nutrition education. Teachers who attend inservice training are more likely to teach nutrition than those who do not (Penner and Kolasa 1983; Stang and others 1998). Similarly, trained teachers are more likely to utilize health curricula than those who are not (Connell and others 1985; Smith and others 1993).…”

Section: Resultsmentioning

confidence: 99%

Development and Evaluation of an Online, Inquiry‐Based Food Safety Education Program for Secondary Teachers and Their Students

Beffa-Negrini

Cohen

Laus

et al. 2007

J of Food Science Edu

View full text Add to dashboard Cite

Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry‐based Learning Model were used to design an online training, Food Safety FIRST. The training has 3 modules, each with 15 h of web‐based instruction, interactive discussion, and tools to conduct experiments or critical evaluation projects. A CD‐ROM, web site (http://foodsafetyfirst.org), and lab kit were developed to accompany module activities. Seventy‐one teachers registered for the program; 38 matched pretest/posttest evaluations were analyzed. When asked their intention to teach FS in the next year, enrollees responded “definitely” (60.5%) or “possibly” (34.2%), reaching potentially 3570 students. Participants found the training very valuable (71.1%) and were significantly more comfortable teaching FS at posttest (3.6 ± 0.5 on a 4‐point Likert scale) than at pretest (2.8 ± 1.0; P < 0.0001, n= 35). Self‐reported FS practices also improved from pretest (24.8 ± 5.7 out of a possible 35) to posttest (27.7 ± 4.8; P < 0.001, n= 32). On 4‐point Likert scales, teachers were confident answering FS questions (3.4); confident that if they did a good job teaching this topic, students would be interested in FS (3.4); and confident FS concepts taught would meet national science standards (3.4). They found the program satisfactory for demonstrating inquiry‐based learning (3.8). Most agreed that they would change FS habits (3.2). Using 5‐point scales, participants agreed that they felt more able to critically evaluate FS information on the Internet (4.2) and that the training was enjoyable in an online format (4.3).

show abstract

Section: Resultsmentioning

confidence: 99%

Development and Evaluation of an Online, Inquiry‐Based Food Safety Education Program for Secondary Teachers and Their Students

Beffa-Negrini

Cohen

Laus

et al. 2007

J of Food Science Edu

View full text Add to dashboard Cite

show abstract

“…The low nutrition scores in pre-service teachers is concerning because it may reflect lack of nutrition knowledge in in-service teachers as well. In fact, Penner and Kolaska (1983) found that in-service secondary teachers also had low knowledge scores, despite two-thirds of the sample reporting teaching about food or nutrition in their classrooms.…”

Section: Discussionmentioning

confidence: 96%

Effects of nutrition knowledge, personal health and self-efficacy on food-related teaching practices of elementary school pre-service teachers

Coccia

Tamargo

Macchi

2020

Health Education Journal

View full text Add to dashboard Cite

Objective: This study aimed to determine the impact of personal health, body mass index (BMI), nutrition knowledge and self-efficacy on classroom food-related beliefs and practices. Design: A cross-sectional design evaluated BMI, personal health index (PHI), nutrition knowledge, self-efficacy and food-related beliefs and practices of pre-service teachers. Setting: Pre-service teachers were recruited from upper division elementary education courses at a university in the southeast region of the USA. Participants ( n = 94) were Hispanic (65%), White (60%) and female (93%). Method: Participants completed a survey composed of validated questionnaires. Descriptive statistics and structural equation modelling were used to examine the relationships between pre-service teachers’ personal nutrition factors and food-related teaching beliefs. Results: Results indicate that personal health factors, nutrition knowledge and self-efficacy for teaching nutrition contribute to pre-service teachers’ beliefs about the school food environment and food-related teaching practices. Conclusion: Interventions focusing on student teachers’ personal health behaviours and nutrition knowledge may be helpful, as pre-service teachers develop their nutrition-related classroom behavioural intentions.

show abstract

“…Thus, nutrition education can help teachers to use nutrition labels to improve the quality of their diets. In an extensive classic study by (Karen P.Penner, 1983), 1,191 teachers were surveyed for their nutrition knowledge, attitudes, and practices. They found that about 70% of the teachers reported teaching something about food or nutrition.…”

Section: Teachers' Knowledge Of Nutrition Factsmentioning

confidence: 99%

Science teachers’ knowledge of nutrition facts on canned foods and its implications during the COVID-19 Pandemic

Alshorman

Abu-Nijem²

2021

pegegog

View full text Add to dashboard Cite

This study investigates the extent of science teachers' knowledge of canned foods. In the study, quantitative research design was adopted. An electronic questionnaire was administered to 56 teachers from various majors of Science, and from medical specialties on voluntary basis that were selected using purposive sampling method. In addition, 10 interviews were conducted with 10 randomly selected teachers among the participant teachers in order to clarify the effects of gender and monthly income on the choice of canned foods in the market, particularly during the time of COVID -19 pandemic. Results revealed that there were significant differences in participant's knowledge of nutrition labels for the canned foods attributed of gender in most of the questions. On other side, there were no significant differences in participant's knowledge of nutrition labels for the canned foods attributed to monthly income.

show abstract

Secondary teachers' nutrition knowledge, attitudes, and practices

Cited by 14 publications

References 10 publications

Development and Evaluation of an Online, Inquiry‐Based Food Safety Education Program for Secondary Teachers and Their Students

Development and Evaluation of an Online, Inquiry‐Based Food Safety Education Program for Secondary Teachers and Their Students

Effects of nutrition knowledge, personal health and self-efficacy on food-related teaching practices of elementary school pre-service teachers

Science teachers’ knowledge of nutrition facts on canned foods and its implications during the COVID-19 Pandemic

Contact Info

Product

Resources

About