Food-Based Science Curriculum Yields Gains in Nutrition Knowledge
ABSTRACT BACKGROUND Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. METHODS During the 2009‐2010 school year,...
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| Veröffentlicht in: | The Journal of school health 2015-04, Vol.85 (4), p.231-240 |
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| creator | Carraway-Stage, Virginia Hovland, Jana Showers, Carissa Díaz, Sebastián Duffrin, Melani W. |
| description | ABSTRACT
BACKGROUND
Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics.
METHODS
During the 2009‐2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth‐grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands‐on, integrative curriculum for children in grades 3‐5 that uses food as a tool to teach mathematics and science. Researchers developed a 28‐item multiple‐choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post‐intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge.
RESULTS
A significant improvement was observed in total nutrition knowledge at post‐intervention (adjusting for baseline) between groups (F [1] = 128.95; p |
| doi_str_mv | 10.1111/josh.12243 |
| format | Article |
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BACKGROUND
Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics.
METHODS
During the 2009‐2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth‐grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands‐on, integrative curriculum for children in grades 3‐5 that uses food as a tool to teach mathematics and science. Researchers developed a 28‐item multiple‐choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post‐intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge.
RESULTS
A significant improvement was observed in total nutrition knowledge at post‐intervention (adjusting for baseline) between groups (F [1] = 128.95; p < .01) and in all content areas post‐intervention.
CONCLUSIONS
Findings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth‐graders' nutrition knowledge compared with students not exposed to FMI.</description><identifier>ISSN: 0022-4391</identifier><identifier>EISSN: 1746-1561</identifier><identifier>DOI: 10.1111/josh.12243</identifier><identifier>PMID: 25731197</identifier><identifier>CODEN: JSHEAZ</identifier><language>eng</language><publisher>Malden, USA: Wiley Periodicals, Inc</publisher><subject>Academic Standards ; Analysis of Variance ; Child ; Company business management ; Curricula ; Curriculum ; Education ; Elementary School Students ; Experiential Learning ; Female ; Food ; Food Technology - education ; Grade 3 ; Grade 4 ; Grade 5 ; Health education ; Health Education - methods ; Humans ; Instructional Effectiveness ; Integrated Curriculum ; integrated health education ; Knowledge ; Knowledge Level ; Male ; Management ; Mathematics Instruction ; North Carolina ; Nursing ; Nutrition ; Nutrition education ; Nutrition Instruction ; Nutritional Sciences - education ; Ohio ; Questionnaires ; Science Curriculum ; Science education ; science education and health ; Science Instruction ; Statistical Analysis ; Students ; Students - psychology ; Students - statistics & numerical data ; Surveys and Questionnaires</subject><ispartof>The Journal of school health, 2015-04, Vol.85 (4), p.231-240</ispartof><rights>2015, American School Health Association</rights><rights>2015, American School Health Association.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c6123-210eaa1b7f4e9c8ed4a4758f1bbd6c12be1c78af954b4fda955cb09abbc8057a3</citedby><cites>FETCH-LOGICAL-c6123-210eaa1b7f4e9c8ed4a4758f1bbd6c12be1c78af954b4fda955cb09abbc8057a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjosh.12243$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjosh.12243$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,778,782,883,1414,27907,27908,30982,45557,45558</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1053175$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25731197$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Carraway-Stage, Virginia</creatorcontrib><creatorcontrib>Hovland, Jana</creatorcontrib><creatorcontrib>Showers, Carissa</creatorcontrib><creatorcontrib>Díaz, Sebastián</creatorcontrib><creatorcontrib>Duffrin, Melani W.</creatorcontrib><title>Food-Based Science Curriculum Yields Gains in Nutrition Knowledge</title><title>The Journal of school health</title><addtitle>J School Health</addtitle><description>ABSTRACT
BACKGROUND
Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics.
METHODS
During the 2009‐2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth‐grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands‐on, integrative curriculum for children in grades 3‐5 that uses food as a tool to teach mathematics and science. Researchers developed a 28‐item multiple‐choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post‐intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge.
RESULTS
A significant improvement was observed in total nutrition knowledge at post‐intervention (adjusting for baseline) between groups (F [1] = 128.95; p < .01) and in all content areas post‐intervention.
CONCLUSIONS
Findings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth‐graders' nutrition knowledge compared with students not exposed to FMI.</description><subject>Academic Standards</subject><subject>Analysis of Variance</subject><subject>Child</subject><subject>Company business management</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Education</subject><subject>Elementary School Students</subject><subject>Experiential Learning</subject><subject>Female</subject><subject>Food</subject><subject>Food Technology - education</subject><subject>Grade 3</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Health education</subject><subject>Health Education - methods</subject><subject>Humans</subject><subject>Instructional Effectiveness</subject><subject>Integrated Curriculum</subject><subject>integrated health education</subject><subject>Knowledge</subject><subject>Knowledge Level</subject><subject>Male</subject><subject>Management</subject><subject>Mathematics Instruction</subject><subject>North Carolina</subject><subject>Nursing</subject><subject>Nutrition</subject><subject>Nutrition education</subject><subject>Nutrition Instruction</subject><subject>Nutritional Sciences - education</subject><subject>Ohio</subject><subject>Questionnaires</subject><subject>Science Curriculum</subject><subject>Science education</subject><subject>science education and health</subject><subject>Science Instruction</subject><subject>Statistical Analysis</subject><subject>Students</subject><subject>Students - psychology</subject><subject>Students - statistics & numerical data</subject><subject>Surveys and Questionnaires</subject><issn>0022-4391</issn><issn>1746-1561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9ksFv0zAUxiMEYmVw4Q6KxAUhZfg5cRxfkErZWsbUHgaaOFmO89J5uPawE8b-ezzaVcCBd_Hh-_l7_vQ5y54DOYI0b698vDwCSqvyQTYBXtUFsBoeZhNCKC2qUsBB9iTGK5KGl_xxdkAZLwEEn2TTE--74r2K2OXn2qDTmM_GEIwe7bjJvxq0XcznyriYG5cvxyGYwXiXf3L-xmK3xqfZo17ZiM9252H25eT482xRnK3mH2fTs0LXQMuCAkGloOV9hUI32FWq4qzpoW27WgNtETRvVC9Y1VZ9pwRjuiVCta1uCOOqPMzebX2vx3aDnUY3BGXldTAbFW6lV0b-rThzKdf-h-RVI6gQyeD1ziD47yPGQW5M1GitcujHKKGuSV1T0jQJffUPeuXH4FK8RDHRgGCcJqrYUmtlURqnvRvw56C9tbhGmdLPVnJaQV0KkkpI_Jstr4OPMWC_fzwQedekvGtS_m4ywS__jLtH76tLwIstgKmsvXx8CoSVwFnSYavfGIu3_1klT1fni_ulu0QmpiT7Oyp8k3X6OUxeLOdS8OX8w0W9kKL8BfB3wOw</recordid><startdate>201504</startdate><enddate>201504</enddate><creator>Carraway-Stage, Virginia</creator><creator>Hovland, Jana</creator><creator>Showers, Carissa</creator><creator>Díaz, Sebastián</creator><creator>Duffrin, Melani W.</creator><general>Wiley Periodicals, Inc</general><general>Wiley-Blackwell</general><general>American School Health Association</general><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>201504</creationdate><title>Food-Based Science Curriculum Yields Gains in Nutrition Knowledge</title><author>Carraway-Stage, Virginia ; Hovland, Jana ; Showers, Carissa ; Díaz, Sebastián ; Duffrin, Melani W.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c6123-210eaa1b7f4e9c8ed4a4758f1bbd6c12be1c78af954b4fda955cb09abbc8057a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Academic Standards</topic><topic>Analysis of Variance</topic><topic>Child</topic><topic>Company business management</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Education</topic><topic>Elementary School Students</topic><topic>Experiential Learning</topic><topic>Female</topic><topic>Food</topic><topic>Food Technology - education</topic><topic>Grade 3</topic><topic>Grade 4</topic><topic>Grade 5</topic><topic>Health education</topic><topic>Health Education - methods</topic><topic>Humans</topic><topic>Instructional Effectiveness</topic><topic>Integrated Curriculum</topic><topic>integrated health education</topic><topic>Knowledge</topic><topic>Knowledge Level</topic><topic>Male</topic><topic>Management</topic><topic>Mathematics Instruction</topic><topic>North Carolina</topic><topic>Nursing</topic><topic>Nutrition</topic><topic>Nutrition education</topic><topic>Nutrition Instruction</topic><topic>Nutritional Sciences - education</topic><topic>Ohio</topic><topic>Questionnaires</topic><topic>Science Curriculum</topic><topic>Science education</topic><topic>science education and health</topic><topic>Science Instruction</topic><topic>Statistical Analysis</topic><topic>Students</topic><topic>Students - psychology</topic><topic>Students - statistics & numerical data</topic><topic>Surveys and Questionnaires</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Carraway-Stage, Virginia</creatorcontrib><creatorcontrib>Hovland, Jana</creatorcontrib><creatorcontrib>Showers, Carissa</creatorcontrib><creatorcontrib>Díaz, Sebastián</creatorcontrib><creatorcontrib>Duffrin, Melani W.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Physical Education Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>The Journal of school health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Carraway-Stage, Virginia</au><au>Hovland, Jana</au><au>Showers, Carissa</au><au>Díaz, Sebastián</au><au>Duffrin, Melani W.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1053175</ericid><atitle>Food-Based Science Curriculum Yields Gains in Nutrition Knowledge</atitle><jtitle>The Journal of school health</jtitle><addtitle>J School Health</addtitle><date>2015-04</date><risdate>2015</risdate><volume>85</volume><issue>4</issue><spage>231</spage><epage>240</epage><pages>231-240</pages><issn>0022-4391</issn><eissn>1746-1561</eissn><coden>JSHEAZ</coden><abstract>ABSTRACT
BACKGROUND
Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics.
METHODS
During the 2009‐2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth‐grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands‐on, integrative curriculum for children in grades 3‐5 that uses food as a tool to teach mathematics and science. Researchers developed a 28‐item multiple‐choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post‐intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge.
RESULTS
A significant improvement was observed in total nutrition knowledge at post‐intervention (adjusting for baseline) between groups (F [1] = 128.95; p < .01) and in all content areas post‐intervention.
CONCLUSIONS
Findings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth‐graders' nutrition knowledge compared with students not exposed to FMI.</abstract><cop>Malden, USA</cop><pub>Wiley Periodicals, Inc</pub><pmid>25731197</pmid><doi>10.1111/josh.12243</doi><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Wiley Online Library Journals Frontfile Complete; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Academic Standards Analysis of Variance Child Company business management Curricula Curriculum Education Elementary School Students Experiential Learning Female Food Food Technology - education Grade 3 Grade 4 Grade 5 Health education Health Education - methods Humans Instructional Effectiveness Integrated Curriculum integrated health education Knowledge Knowledge Level Male Management Mathematics Instruction North Carolina Nursing Nutrition Nutrition education Nutrition Instruction Nutritional Sciences - education Ohio Questionnaires Science Curriculum Science education science education and health Science Instruction Statistical Analysis Students Students - psychology Students - statistics & numerical data Surveys and Questionnaires |
| title | Food-Based Science Curriculum Yields Gains in Nutrition Knowledge |
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