Food‐Based Science Curriculum Yields Gains in Nutrition Knowledge

Stage, Virginia C.; Hovland, J.; Showers, Carissa; Díaz, Sebastián; Duffrin, M.W.

doi:10.1111/josh.12243

Cited by 36 publications

(70 citation statements)

References 24 publications

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“…Interestingly, student nutrition knowledge outcomes within the same intervention study found that students exposed to the FoodMASTER curriculum demonstrated significant gains in nutrition knowledge compared to matched comparison classrooms over the academic year. 23 …”

Section: Discussionmentioning

confidence: 99%

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Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

Stage

Roseno

Hodges

et al. 2016

American Journal of Health Education

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Background Teacher self-efficacy can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on 4th grade teachers’ self-efficacy toward teaching nutrition. Methods Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 4th-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and post-test teacher self-efficacy using a 4-point Likert-scale (1=not confident at all; 4=very confident). ANCOVA and Wilcoxon-Signed Rank Test were used for statistical analysis. Results Teachers in the intervention group displayed significantly higher post-efficacy expectation scores (mean=3.52; sd=0.41) than comparison group teachers (mean=2.86; sd=0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice Health educators can use the findings to inform the development of teacher trainings in nutrition and health.

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Section: Discussionmentioning

confidence: 99%

“…Significant gains in nutrition, science, and mathematics knowledge have been observed among 4 th grade students as a result of exposure to FMI. 23–25 …”

Section: Methodsmentioning

confidence: 99%

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

Stage

Roseno

Hodges

et al. 2016

American Journal of Health Education

Self Cite

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“…[202122] However, this investigation has highlighted policies that could improve the quality of education initiatives. Some of these policies components have been reported in the international literature, including the importance of skill-based education programs at schools such as gardening[23] and cooking,[24] integrating nutrition topics with other subjects at schools,[12] employing various techniques for teaching purposes,[1314] and education of school teachers. [13] However, not all policies reported by participants in this study have been discussed previously.…”

Section: Discussionmentioning

confidence: 99%

“…[89] It is reported that “Nutrition education in schools offers a unique opportunity to integrate the teaching of nutrition and the application of that knowledge to achieve a behavior change.”[10] (p. 47) However, other studies have identified an underutilization of the potential to transfer important food and nutrition information in the school system. [81112]…”

Section: Introductionmentioning

confidence: 99%

“…For example, some researchers have suggested integrating nutrition information with other cases such as science during schooling,[1215] and others have recommended increasing nutrition messages within primary school textbooks. [11] However, there is a lack of research addressing the broader structural barriers to the implementation of nutrition and food system education in schools.…”

Section: Introductionmentioning

confidence: 99%

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Best strategies to improve school-leavers′ knowledge of nutrition and food systems: Views from experts in Iran

et al. 2016

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Background:The research to date does not present an articulated approach to ensure nutrition and food systems education is systematically implemented within schools. This paper aimed to investigate food experts’ views of the best strategies to improve school-leavers’ knowledge of nutrition and food systems.Methods:In this qualitative study, 28 Iranian food and nutrition experts from four major provinces (Tehran, Fars, Isfahan, and Gilan) were selected and agreed to be interviewed. Required data were collected through in-depth, semi-structured, face-to-face, or telephone interviews and were analyzed thematically using NVivo.Results:The experts’ suggested strategies to improve Iranian school-leavers’ knowledge of nutrition and food systems fell into three key themes: Policy, education processes, and supportive environments. Together they formed an overarching theme of a multileveled system approach for transferring knowledge.Conclusions:Development of a scaffolded education program could assist curriculum developers and policy makers to assess and update current nutrition and food systems education programs in schools. Insights gained about education initiatives in one country such as Iran can provide an important impetus to support nutrition and food system education more widely.

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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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Food‐Based Science Curriculum Yields Gains in Nutrition Knowledge

Cited by 36 publications

References 24 publications

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

Best strategies to improve school-leavers′ knowledge of nutrition and food systems: Views from experts in Iran

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

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