A comparison of two differential methods for nutrition education in elementary school: lecture- and experience-based learning program
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BACKGROUND/OBJECTIVES: This research was conducted to compare lecture- and experience-based methods of nutritionaleducation as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS: A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributedin lecture- and experience-based groups. The effects of education on students’ dietary knowledge, dietary behaviors, and dietaryhabits were analyzed using a pre/post-test. RESULTS: Lecture- and experience-based methods did not significantly alter total scores for dietary knowledge in any group,although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showedsignificant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS: These outcomes suggest that lecture- and experience-based methods led to differential improvement of students`dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activitiesneed to be considered.
Abstract
BACKGROUND/OBJECTIVES: This research was conducted to compare lecture- and experience-based methods of nutritionaleducation as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS: A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributedin lecture- and experience-based groups. The effects of education on students’ dietary knowledge, dietary behaviors, and dietaryhabits were analyzed using a pre/post-test. RESULTS: Lecture- and experience-based methods did not significantly alter total scores for dietary knowledge in any group,although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showedsignificant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS: These outcomes suggest that lecture- and experience-based methods led to differential improvement of students`dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activitiesneed to be considered.
참고문헌 (10)
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