Oral-Language Development in University Classrooms: Building Health Communication through a Constructivist Theoretical Framework

Ubbes, Valerie A.; Ausherman, Judith A.

doi:10.18848/2327-011x/cgp/v17i02/1-17

Cited by 2 publications

(1 citation statement)

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“…Health and nutrition educators play an important role in building the background knowledge of their students. Background knowledge can be increased when health educators use a variety of valid and reliable resources about nutrition in the form of books, audiovisuals, podcasts, and posters in the lesson design (Ubbes & Ausherman, 2022). When educators provide multiple representations of educational content, such as food group models in addition to making and eating a breakfast food option in the Maldonado, 2018, p. 50, p. 56, p. 59), but students must also be able to "demonstrate health literacy by accessing valid and reliable health information, products, and services to enhance health" (National Consensus for School Health Education, 2022, p. 8).…”

Section: Food Groupsmentioning

confidence: 99%

Functional Health Literacy, Invented Spellings, and MyPlate Representations of 2nd and 3rd Grade Children Learning about Breakfast Eating and Food Groups in Health Education

Ubbes¹,

Whitesel²,

Parkinson³

2022

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PURPOSE: We had three purposes for this study: 1) to introduce 2nd and 3rd grade children to the concepts of breakfast and food groups in the MyPlate nutrition model while using an interactive constructivist approach; 2) to evaluate what foods children ate for breakfast over two days and to assess the visual-textual-lexical representations that they constructed to show their thinking about the MyPlate food model; and 3) to explore functional health literacy and inventive spellings from children who learned about food groups over two class sessions. METHODS: Pre to post student assessments focused on self-reported breakfast eating and ability to represent the MyPlate food model during the learning process. Student thinking about those topics were also elicited by multimodal approaches: oral language (conversations), written language (visual-textual-lexical illustrations), and body language (making nutritious snacks). For the latter, students constructed a snack to eat on both days at school and were encouraged to make the food at home to model nutritious eating behavior. RESULTS: Most children who participated in the lesson ate breakfast either at home or at school. Some students chose to communicate in words and pictures when asked to write about the foods they ate for breakfast. Many students illustrated and labeled food groups by drawing and using inventive spellings about their early understandings of the MyPlate food model. From the first to the second day of instruction, breakfasts with three food groups increased from 3% to 7% but breakfasts with two food groups declined from 55% to 41% due to more children (n = 60) eating breakfasts with only one food group on the second day. CONCLUSIONS: Some of the food items that students ate were not sufficient to produce an adequate nutritional benefit. The constructivist pedagogical approach assisted children with multimodal ways to communicate their understanding, including making two different snacks when planning a breakfast with multiple food groups. Functional health knowledge about a nutritious breakfast made with three food groups should be further aligned with functional health literacy skills of speaking and writing in multimodal ways in order to improve health behaviors. Inventive spellings demonstrated a developmental step in learning a vocabulary in a new domain. Use of written words and pictures reflected a positive way to learn health and nutrition, because children represented their understanding in more than one way. RECOMMENDATIONS: By adding fruit to the breakfasts of children who participated in the lessons, almost one-half of the children would be able to increase their consumption from two food groups to three food groups when consuming an ideal breakfast. Future work should elaborate on the role of interactive health literacy in school and home contexts when children are learning about breakfast eating and food groups. Future integration of the MyPlate food model with the National Health Education Standards can foster new classroom assessments that will support students to practice observable nutrition behaviors that can lead to consistent health habits for personal, family, and school health.

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Section: Food Groupsmentioning

confidence: 99%

Functional Health Literacy, Invented Spellings, and MyPlate Representations of 2nd and 3rd Grade Children Learning about Breakfast Eating and Food Groups in Health Education

Ubbes¹,

Whitesel²,

Parkinson³

2022

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Strategi Pembelajaran Aktif Untuk Meningkatkan Kemampuan Literasi Anak Sekolah Dasar

Ulvia Khaira,

Yunianda

2024

pgsd

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Pembelajaran aktif untuk meningkatkan kemampuan literasi di sekolah dasar dinilai sangat penting. Hal ini dikarenakan kemampuan literasi siswa tidak hanya berperan dalam meningkatkan kemampuan berbahasa anak, tetapi dapat berperan dalam meningkatkan kemampuan siswa dalam mempelajari mata pelajaran lain. Namun kenyataannya, kemampuan literasi anak di sekolah masih kurang. Hal tersebut disebabkan kemampuan literasi di sekolah dasar masih belum menitikberatkan pada pembentukan kebiasaan literasi pada siswa. Selain itu, kemampuan literasi masih di anggap membosankan. Sebagian guru masih menerapkan prosedur pembelajaran literasi yang kurang tepat. Di sisi lain, pengembangan kemampuan metakognisi siswa melalui penguasaan berbagai macam strategi aktif literasi masih di abaikan oleh guru. Kondisi tersebut masih berdampak pada kemampuan literasi siswa yang dinilai masih cukup rendah. Melalui tulisan ini ditawarkan beberapa alternatif strategi aktif literasi yang diharapkan mampu meningkatkan kemampuan literasi di sekolah dasar.

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Oral-Language Development in University Classrooms: Building Health Communication through a Constructivist Theoretical Framework

Cited by 2 publications

References 0 publications

Functional Health Literacy, Invented Spellings, and MyPlate Representations of 2nd and 3rd Grade Children Learning about Breakfast Eating and Food Groups in Health Education

Functional Health Literacy, Invented Spellings, and MyPlate Representations of 2nd and 3rd Grade Children Learning about Breakfast Eating and Food Groups in Health Education

Strategi Pembelajaran Aktif Untuk Meningkatkan Kemampuan Literasi Anak Sekolah Dasar

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