Developing a Human Nutrition Learning Progression

Cabello-Garrido, Aurelio; España-Ramos, Enrique; Blanco‐López, Ángel

doi:10.1007/s10763-017-9838-y

Cited by 5 publications

(3 citation statements)

References 41 publications

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“…Dada la importancia que tienen la alimentación y la nutrición tanto a nivel educativo como en la vida cotidiana, en muchos países se han puesto en marcha estudios relacionados con las competencias (food competences, Food Standard Agency, 2007), el desarrollo de habilidades (food skills, Region of Waterloo Public Health, 2015, Vanderkooy, 2010) o la alfabetización en alimentación (food literacy, Cullerton et al, 2012; Vidgen y Gallegos 2011). En España, de acuerdo con el enfoque competencial del currículo en las últimas reformas educativas (LOE, LOMCE…), algunos autores han tratado de establecer un marco teórico de referencia para caracterizar las competencias en salud, en general, (proyecto COMSAL, Gavidia, 2016; Pérez de Eulate et al, 2015) y la competencia en alimentación, en particular, (Cabello et al, 2018;España et al, 2014) y, de esta forma, definir el conocimiento que toda persona debería tener al finalizar su educación obligatoria.…”

Section: Marco Teóricounclassified

“…Por el contrario, los cursos de 5º y 6º EP (especialmente 5º) son los que menos variedad de contenidos reflejan. Como se ha comentado anteriormente, resulta significativa la escasa existencia de contenidos en 5º y 6º EP siendo que en el currículum de EP existen contenidos específicos para estos cursos, como Etiquetado nutricional y Rueda de los alimentos, entre otros, y que algunos de los trabajos de referencia(Burgos, 2007;Cabello et al, 2016Cabello et al, , 2018 Del Carmen, 2010;Gavidia, 2003) hacen especial énfasis en la importancia de desarrollar la competencia en alimentación especialmente en el periodo de 10 a 17 años.Teniendo en cuenta que nuestro sistema educativo apuesta por el respeto y reconocimiento de la pluralidad cultural y de la interculturalidad como elemento enriquecedor de la sociedad, llama la atención la casi inexistente presencia de La cultura y su relación con la alimentación en los temas relacionados con la alimentación. Por otro lado, nuestra sociedad es cada vez más sensible a los problemas que generan algunos alimentos y/o sus ingredientes (enfermedades, obesidad, alergias, intolerancias, etc.)…”

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¿Qué contenidos sobre alimentación abordan los libros de texto de Ciencias de la Naturaleza en Educación Primaria?

González

Gracia

2020

Apice Rev Educ Cient

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En este trabajo se han analizado los contenidos sobre alimentación que aparecen en los libros de texto de Educación Primaria y cómo se distribuyen a lo largo de la etapa educativa. El estudio de cinco colecciones de editoriales completas (30 libros de texto de Ciencias de la Naturaleza) ha permitido identificar las diferencias existentes entre las prescripciones curriculares (LOMCE) para la etapa, los tópicos considerados importantes desde una perspectiva teórica y los contenidos que finalmente incluyen los libros de texto analizados. La mayor cantidad y variedad de contenidos se concentra en los tres primeros cursos de Educación Primaria, mientras que en los tres restantes (especialmente 5.º y 6.º) se reducen significativamente y algunas editoriales ni siquiera incluyen contenidos sobre alimentación en sus libros.

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¿Qué contenidos sobre alimentación abordan los libros de texto de Ciencias de la Naturaleza en Educación Primaria?

González

Gracia

2020

Apice Rev Educ Cient

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“…Particularly, executive functioning scores have been found to be inversely related to snack food intake in children and thought to be due to higher-scoring participants having improved emotional eating and inhibitory control skills, although this is likely to be more complex (Pieper and Laugero 2013;Riggs et al 2010). Therefore, intelligence quotients and educational level could theoretically predict nutrition knowledge that mediates the skills people have to manage their diet (Cabello-Garrido et al 2017;Halkjaer et al 2003). This view, however, remains contentious (Yu et al 2010).…”

Section: Theoretical Framework: Young Children's Cognitive Developmentmentioning

confidence: 99%

Preschoolers’ Concepts of Digestive Physiology and Their Links with Body Mass Index

2019

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In this exploratory study, a sample of 20 four-year-olds took part in structured interviews in order to assess their biological knowledge of how the human body processes a food that they perceived to be fattening. There were two main outcomes to the study. First, the sample demonstrated knowledge of the digestive processes of ingestion, digestion/distribution and terminal digestive events that was broadly analogous to previous studies, and included a number of misconceptions. A minority of children could apply biological reasoning to make holistic sense of a series of linked, abstract physiological events. Data also revealed that young learners' models of distribution of food away from the gut might be more sophisticated than previously reported, although none of the sample could provide any mechanism for distribution. Second, data were analysed quantitatively to give performance scores which were compared with children's standardised body mass indices. Children of healthy weight displayed more accurate scientific knowledge of digestive processes than their overweight peers at statistically significant levels. Specifically, the healthy weight children had attained a more holistic understanding of these processes. This potentially has consequences for early years biology education since findings indicate, at a tentative level, that young, overweight children could be considered as having a distinctive special educational need. We propose that there may be a possible way forward for addressing the issues of overweight and obesity in young children by improving their understanding of digestive processes. These outcomes are aligned with calls in the literature for school science education to become more focused on aspects of scientific literacy such as health education. Further studies are recommended using larger samples from more diverse populations.

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Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large-scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP-based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large-scale assessments.

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Developing a Human Nutrition Learning Progression

Cited by 5 publications

References 41 publications

¿Qué contenidos sobre alimentación abordan los libros de texto de Ciencias de la Naturaleza en Educación Primaria?

¿Qué contenidos sobre alimentación abordan los libros de texto de Ciencias de la Naturaleza en Educación Primaria?

Preschoolers’ Concepts of Digestive Physiology and Their Links with Body Mass Index

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

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