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The development and implementation of an inquiry‐based nutrition education curriculum for the Shaping Healthy Choices Program
Author(s) -
Linnell Jessica,
Scherr Rachel,
Nicholson Yvonne,
Spezzano Theresa,
Brian Kelley,
ZidenbergCherr Sheri,
Smith Martin H.
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.623.5
Subject(s) - curriculum , enthusiasm , nutrition education , inclusion (mineral) , medical education , reading (process) , psychology , intervention (counseling) , mathematics education , medicine , pedagogy , gerontology , nursing , political science , social psychology , law
The objective of this study was to develop and evaluate an inquiry‐based nutrition education curriculum that includes garden‐based extension activities. The curriculum is intended to help students learn key nutrition concepts and improve science process skills that are important for making healthy choices. Curriculum topics include: roles of nutrients, MyPlate recommendations, physical activity, reading food labels, understanding consumerism, and making healthy snacks. This curriculum was implemented among 4 th ‐grade children as part of the Shaping Healthy Choices Program (SHCP), a multi‐component, controlled intervention. Schools meeting inclusion criteria were randomly assigned to control (C) or intervention (I) groups. Participation was n=133 (C) and n=177 (I). Percent eligibility in the Free and Reduced‐Price Meal Program was 30–35%. Basic Test of Science Processing Skills (BAPS) mean scores were 25.9 (C) and 25.6 (I) out of 35, and nutrition knowledge mean scores were 20.2 (C) and 19.5 (I) out of 35. BAPS was correlated with nutrition knowledge (r=.48; p<.001). Qualitative data included student use of science process skills in nutrition‐related problems and journal reflections from classroom teachers. Teachers reported enthusiasm by students for lesson content and student learning exceeded their expectations. Supported by UCANR and USDA 2011–38420‐20082.