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Follong BM, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T. Evaluating an integrated nutrition and mathematics curriculum: primary school teachers' and students' experiences. Public Health Nutr 2022; 25:1-12. [PMID: 35314014 PMCID: PMC9991777 DOI: 10.1017/s1368980022000386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 08/16/2021] [Accepted: 02/07/2022] [Indexed: 11/07/2022]
Abstract
OBJECTIVE To present the process evaluation of a curricular Cross-curricular Unit on Portion Size (CUPS) program that integrates nutrition and mathematics, describing teacher and student perspectives on the intervention. DESIGN Semi-structured interviews and focus groups were conducted following the implementation of the CUPS program during a pilot randomised controlled trial designed to evaluate efficacy for improved portion size estimation. Lessons involved experiential learning using food models and mathematics cubes and focussed on portion size, food groups, volume and capacity. Data were collected immediately post-intervention and analysed using an inductive thematic approach. SETTING Primary schools in Newcastle, Australia. PARTICIPANTS Year 3 and/or 4 teachers (n 3) and their students (n 15). RESULTS Teachers believed the programme supported the learning of nutrition concepts, with the majority of students enjoying the lessons, cubes and food models. Teachers indicated most students were engaged and became more aware of healthy eating and serve size recommendation. Although teachers enjoyed and valued the lessons, they suggested that the integration of volume and capacity should be further improved in order to address the time barrier for teaching nutrition. CONCLUSION The process evaluation reports on challenges and successes of implementing an integrative nutrition programme. This teaching approach could be useful and successful when aligned with teacher' and student' needs. Based on participant feedback, lessons could be refined to enhance integration of mathematics content and to support student learning.
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Affiliation(s)
- Berit M Follong
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, University Drive, Callaghan, NSW2308, Australia
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia
- Priority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW, Australia
| | - Elena Prieto-Rodriguez
- Teachers and Teaching Centre, School of Education, College of Human and Social Futures, The University of Newcastle, Callaghan, NSW, Australia
| | - Andrew Miller
- Teachers and Teaching Centre, School of Education, College of Human and Social Futures, The University of Newcastle, Callaghan, NSW, Australia
| | - Clare E Collins
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, University Drive, Callaghan, NSW2308, Australia
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia
| | - Tamara Bucher
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia
- Priority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW, Australia
- School of Environmental and Life Sciences, College of Engineering, Science and Environment, The University of Newcastle, Ourimbah, NSW, Australia
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Engaging School and Family in Navajo Gardening for Health: Development of the Yéego Intervention to Promote Healthy Eating among Navajo Children. HEALTH BEHAVIOR AND POLICY REVIEW 2021; 8:212-222. [PMID: 34901297 DOI: 10.14485/hbpr.8.3.3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Objective Navajo children are at increased risk for obesity, in part due to limited access to healthy foods. School garden interventions have been shown to increase access to fresh fruit and vegetables and consumption of healthy foods. Our study describes the development and pilot testing of a school garden intervention for Navajo elementary school children. Methods We reviewed existing school garden interventions and conducted formative research with students, caregivers, and school staff to inform the intervention. The intervention consisted of a garden built at the school and a yearlong curriculum on gardening and healthy eating. We pilot tested the intervention in an elementary school on the Navajo Nation. Results Formative research revealed the importance of incorporating Diné culture, including traditional growing practices and the preparation of traditional foods into the curriculum. School staff also stressed the value of tying the curriculum to state and Diné educational standards. Students enjoyed opportunities for hands-on activities and snack preparation. Conclusions Schools have a meaningful role to play in addressing childhood obesity disparities among Navajo children. School-based interventions that draw on cultural strengths and include healthy traditional practices can be a promising strategy for increasing fruit and vegetable consumption.
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Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools. Nutr Res Rev 2021; 35:181-196. [PMID: 33926596 DOI: 10.1017/s0954422421000111] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers' programme implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary-school-based nutrition education programmes. Six databases were searched for primary-school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programmes. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programmes often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of programme description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.
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Follong BM, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T. Integrating nutrition into the mathematics curriculum in Australian primary schools: protocol for a randomised controlled trial. Nutr J 2020; 19:128. [PMID: 33243231 PMCID: PMC7694306 DOI: 10.1186/s12937-020-00640-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 10/29/2020] [Indexed: 11/18/2022] Open
Abstract
Background Nutrition education programs in schools have been effective in improving children’s knowledge and behaviours related to food and nutrition. However, teachers find it challenging to implement such programs due to overcrowded curricula. Integrating nutrition with core subjects such as mathematics could potentially address time constraints and improve the learning of both. The primary aim of this randomized controlled trial (RCT) is to evaluate the impact of a cross-curricular nutrition and mathematics program on primary school students’ portion size estimation skills. Secondary aims include impact on their nutrition knowledge, attitudes towards mathematics and evaluating the quality of the lessons. Methods Twelve Year 3–4 classes from Catholic schools in New South Wales, Australia will be randomised to intervention (n = 6) or control (n = 6) groups. Teachers in the intervention group will receive a professional development workshop and resources to teach 4–5 lessons on portion size and measurements across 1–4 weeks. Outcome measures include portion size estimation skills, nutrition knowledge and attitudes towards mathematics, with data collected during three school visits (pre-intervention, immediately post-intervention, 4 weeks post-intervention). Additionally, teaching quality will be assessed in both intervention and control groups and process evaluation undertaken using teacher interviews and student focus groups. Discussion This RCT uses an innovative approach to improve both nutrition and mathematics related learning outcomes among primary school children. It has the potential to impact teaching practices regarding integration of nutrition into curricula and enhance the implementation of nutrition education interventions. Trial registration Australian and New Zealand Clinical Trials Register ACTRN12619001071112 31/07/2019.
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Affiliation(s)
- Berit M Follong
- School of Health Sciences, Faculty of Health and Medicine, The University of Newcastle, Newcastle, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia.,Priority Research Centre for Health Behaviour, The University of Newcastle, Newcastle, NSW, Australia
| | - Elena Prieto-Rodriguez
- School of Education, Faculty of Education and Arts, The University of Newcastle, Newcastle, NSW, Australia
| | - Andrew Miller
- School of Education, Faculty of Education and Arts, The University of Newcastle, Newcastle, NSW, Australia
| | - Clare E Collins
- School of Health Sciences, Faculty of Health and Medicine, The University of Newcastle, Newcastle, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia
| | - Tamara Bucher
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia. .,Priority Research Centre for Health Behaviour, The University of Newcastle, Newcastle, NSW, Australia. .,School of Environmental and Life Sciences, Faculty of Science, The University of Newcastle, 10 Chittaway Road, Ourimbah, NSW, 2258, Australia.
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Duffrin MW, Stage V, Roseno A, Hovland J, Diaz S. Start-Up and Sustaining 20 Years of STEM Outreach Research and Programming: The Food, Mathematics, and Science Teaching Enhancement Resource (FoodMASTER) Initiative. JOURNAL OF STEM OUTREACH 2020; 3:10.15695/jstem/v3i2.05. [PMID: 34291200 PMCID: PMC8291739 DOI: 10.15695/jstem/v3i2.05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Science and mathematics literacy are fundamental to the basic understanding of food and health and/or the pursuit of science-based careers. In 1999, the FoodMASTER Initiative (FMI) was created to provide an opportunity for youth to experience authentic, real-world health science activities in K-12 learning environments. FMI administrative locations have included Ohio University 1999-2005, East Carolina University 2006-2018 and Northern Illinois University 2018-current. The key programmatic elements for the FMI include: 1) curricular hands-on activities developed with teacher input, 2) free online access, 3) rigorous evaluation of program materials, and 4) robust partnerships with organizations that promote mathematics and science education. The purpose of this manuscript will be to 1) provide a rationale for the FMI programming, 2) share the curriculum and the process for developing curriculum and summarize the quantitative and qualitative findings of the 19 peer-reviewed articles, 3) discuss funding that was secured, 4) discuss strategies that lead to program sustainability, 5) discuss the mission and vision, and 6) summarize programmatic component sustainability.
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Affiliation(s)
- Melani W. Duffrin
- Division of Health Sciences, Northern Illinois University, Dekalb, Illinois
| | - Virginia Stage
- Department of Nutrition Science, East Carolina University, Greenville, North Carolina
| | - Ashley Roseno
- Department of Health Sciences, North Dakota State University, Fargo, North Dakota
| | - Jana Hovland
- Department of Food and Nutrition Science, Ohio University, Athens, Ohio
| | - Sebastian Diaz
- College of Medicine, Northeast Ohio Medical University, Rootstown, Ohio
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Metos JM, Sarnoff K, Jordan KC. Teachers' Perceived and Desired Roles in Nutrition Education. THE JOURNAL OF SCHOOL HEALTH 2019; 89:68-76. [PMID: 30506698 DOI: 10.1111/josh.12712] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2016] [Revised: 01/29/2018] [Accepted: 07/17/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Elementary teachers have the potential to influence children's eating habits. This study examined teacher views and practices regarding nutrition education. METHODS An online survey was administered to K-6 teachers (N = 628) in 55 public elementary schools in a large city in the western United States. Three indices were created based on responses. Indices included: (1) attitudes and beliefs about nutrition education; (2) self-efficacy regarding nutrition education; and (3) personal health behaviors. Relationships between indices, classroom practices, and teacher characteristics were tested. Teacher comments were categorized into themes. RESULTS Most teachers agreed they can make a difference in the eating behaviors of their students (68%). Correlations between hours of nutrition taught and teachers' attitudes and beliefs (r = .37, p < .01), nutrition self-efficacy (r = .38, p < .01), and personal health practices (r = .15, p < .01) were weak, yet statistically significant. Number of years teaching was inversely related to frequency of food rewards (r = -119, p < .01). Few teachers (21%) agreed they have support to teach nutrition in the classroom. CONCLUSION Teachers understand the importance of nutrition education but provision is limited by competing demands. Teachers suggest tailored nutrition materials, qualified nutrition personnel, and school stakeholder support to promote nutrition education.
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Affiliation(s)
- Julie M Metos
- Department of Nutrition and Integrative Physiology, University of Utah, 250 South 1850 East, Salt Lake City, UT 84112
| | - Kelan Sarnoff
- LDS Hospital Nutrition Department, 8th Avenue and C Street, Salt Lake City, UT 84103
| | - Kristine C Jordan
- Department of Nutrition and Integrative Physiology, University of Utah, 250 South 1850 East, Salt Lake City, UT 84112
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