School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students
School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students
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DOI：
10.1016/j.jneb.2008.06.002
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发表时间：
2009-05-01
影响因子：
2.6
通讯作者：
Struempler, Barbara
中科院分区：
文献类型：
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作者：
Parmer, Sondra M.;Salisbury-Glennon, Jill;Struempler, Barbara
目的：探讨学校对儿童果蔬知识、偏好和消费的影响。设计：自填问卷、访谈式品尝和评价项目、食堂观察。地点：一所小学。参与者：二年级学生(n=115)干预：被试分为3组：(1)营养教育和园艺(NE+G)治疗组；(2)单纯营养教育(NE)治疗组；(3)对照组(CG)。两组均接受课堂教学，NE+G组也接受学校园艺体验。主要观察指标：水果和蔬菜知识、偏好和消费。分析：方差分析(α=0.05)。结果：NE+G组和NE组参与者在营养知识和味觉评分方面的改善显著高于CG组参与者。此外，在评估后，NE+G组比NE组和CG组更倾向于在食堂环境中选择和食用蔬菜。结论和暗示：学校花园作为营养教育的组成部分，可以增加儿童的果蔬知识，并导致行为改变。这些发现表明，学校管理人员、课堂教师和营养教育者应该将学校花园作为一种积极影响幼儿饮食习惯的方式。
Objective: To examine the effects of a school on childrens fruit and vegetable knowledge, preference, and consumption.Design: Self-report questionnaires, interview-style taste and rate items, lunchroom observations.Setting: An elementary school.Participants: Second-grade students (n = 115)Intervention: Participants were assigned to one of 3 groups: (1) nutrition education and gardening (NE+G) treatment groups, (2) nutrition education only (NE) treatment group, or (3) control group (CG). Both treatment received classroom instruction, and the NE+G group also received a school gardening experience.Main Outcome Measures: Fruit and vegetable knowledge, preference, and consumption.Analysis: Analyses of variance (alpha = .05).Results: Participants in the NE+G and NE treatment groups exhibited significantly greater improvements in nutrition knowledge and taste rating than did participants in the CG. Moreover, the NE+G group was more likely to choose and consume vegetables in a lunchroom setting at post-assessment than either the NE or CG groups.Conclusion and Implication: School gardens as a component of nutrition education can increase fruit and vegetable knowledge and cause behavior change among children. These findings suggest that school administrators, classroom teachers, and nutrition educators should implement school gardens as a way to positively influence dietary habits at an early age.