Teaching and learning about human nutrition: a constructivist approach

Banet, Enrique; Núñez, Francisco

doi:10.1080/0950069970191005

Cited by 28 publications

(17 citation statements)

References 25 publications

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“…Research by Banet and Núñez (1997) 3 into students’ perception of human nutrition substantiates my view. They claim that the misconceptions held by students in the secondary schools they sampled may come about as a consequence of teaching methods that rely on teacher explanations and the use of textbooks.…”

Section: Discussionsupporting

confidence: 70%

“…The range of responses and degree of misconceptions held within the different groups demonstrated marked similarities. The relationship between these misconceptions and those identified by research into school children's perception of food and nutrition (see Turner, 1997 2 and Banet & Núñez, 1997 3 ) suggest that these ideas may have developed during the trainees’ own school education.…”

Section: Discussionmentioning

confidence: 99%

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Food, exercise and lifestyle: an initial teacher training perspective

Lakin

2002

Int J Consumer Studies

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All too often, we are told via the media that our children are overweight, under‐exercised and eating poor diets. This is disconcerting at the best of times but even more so when we, as a country, are reviewing our farming and food production practices. So what is our perception of food and how does this relate to the lives we lead? These questions were put to initial teacher‐trainees (ITT) at the University of Gloucestershire. They will be the teachers of tomorrow, playing a significant role in the development and lifestyles of our children. The answers received were varied; both encouraging and giving cause for concern. This paper describes an action research project based around the analysis of those answers in the light of current research into food and health. Throughout the paper, published research findings relating to school children's perception of food and nutrition are compared with the trainee teachers’ views. The comparison draws striking similarities. The implications of this point to the way we teach food and nutrition in schools and on our ITT programme at the University of Gloucestershire. Whilst praising the good practice that already exists, this paper recognises that there is a need to adequately equip trainee teachers, especially at primary level, to educate children towards a more holistic understanding of the food we eat and how it relates to the lifestyles we lead.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Food, exercise and lifestyle: an initial teacher training perspective

Lakin

2002

Int J Consumer Studies

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“…In a Web-based setting, situational motivation (students' interest and their perception toward the importance of the tasks they are involved in) can be regarded as a mediator, promoting students' engagement and their use of deep learning strategies for facilitating conceptual learning. Our study results explain how motivation can facilitate students' conceptual learning in the research of motivational teaching strategies (Banet and Nunez 1997;Cosgrove et al 1985).…”

Section: Discussionmentioning

confidence: 59%

“…For example, Cosgrove et al's (1985) generative learning model recommended that teachers use related life events to facilitate motivation in the focus phase of their model. Banet and Nunez (1997) recommended a teaching sequence centered on attractive or surprising activities to generate a meditative learning context to facilitate conceptual change. Dekkers and Thijs's (1998) conceptual replacement approach also emphasized that students' motivation will be aroused by conceptual conflict and will facilitate engaging students in conceptual learning.…”

Section: Research On Scientific Conceptual Changementioning

confidence: 99%

Investigating the Influence of Motivation on Students’ Conceptual Learning Outcomes in Web-based vs. Classroom-based Science Teaching Contexts

Yen¹,

Tuan²,

Liao³

2010

Res Sci Educ

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The purposes of this study were to investigate students' conceptual learning outcomes and the effect of motivation on students' conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N=190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based context. The topic covered was chemical reaction. Students' conceptual change outcomes were assessed using eight two-tier pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction. Students' motivation data were collected in the beginning and during instruction using the items from the Students' Motivation Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple regression analysis. Findings revealed that students' motivational factors were correlated significantly with their conceptual learning outcomes in both Webbased and classroom-based science teaching. In the Web-based context, students' motivation during the Web-based learning played a more important role on students' conceptual learning outcomes than before learning.

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“…• Les élèves âgés de 14-15 ans construisent un système intégré de la nutrition (Banet & Nunez, 1997) puisqu'ils font apparaître dans leur modèle les besoins des muscles en nutriments et en dioxygène. Les élèves de CM1-CM2 construisent un modèle non-intégré de la nutrition sans référence à la consommation de dioxygène.…”

Section: Comparaison Avec Un Débat Dans Une Classe D'élèves âGés De 9unclassified

Argumentation sur les possibles et construction du problème dans le débat scientifique en classe de 3ème sur le thème de la nutrition

Lhoste¹

2005

aster

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Argumentation über die möglichen Lösungen und Aufbau des Problems in der wissenschaftlichen Debatte in einer 9. Klasse (3e) zum Thema der Ernährung Die in der Klasse zum Thema der Ernährung geführte wissenschaftliche Debatte kann es ermöglichen, die Schüler an einen Prozess heranzuführen, bei dem sie mittels der Problematisierung ein wissenschaftliches Wissen aufbauen. Dieser Aufbau der Probleme basiert auf der sprachlichen Tätigkeit der Schüler und des Lehrers im Klassenkontext. Ausgehend von der Niederschrift einer Debatte mit einer Klasse von Schülern im Alter von 14 bis 15 Jahren haben wir die epistemologische und die sprachwissenschaftliche Herangehensweise gekreuzt. Diese doppelte Analyse ermöglichte es uns, Unterscheidungen zwischen den verschiedenen, bei der Debatte erstellten Ursachen vorzunehmen, was neue Angaben in Bezug auf den Prozess der Erarbeitung von Konzepten bringt und Perspektiven öffnet zu einem besseren Verständnis von der Art und Weise, wie die Schüler die Probleme in den Lebens-und Erdwissenschaften aufbauen.

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Teaching and learning about human nutrition: a constructivist approach

Cited by 28 publications

References 25 publications

Food, exercise and lifestyle: an initial teacher training perspective

Food, exercise and lifestyle: an initial teacher training perspective

Investigating the Influence of Motivation on Students’ Conceptual Learning Outcomes in Web-based vs. Classroom-based Science Teaching Contexts

Argumentation sur les possibles et construction du problème dans le débat scientifique en classe de 3ème sur le thème de la nutrition

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