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A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill

Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nat...

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Autores principales: Kupolati, Mojisola D., MacIntyre, Una E., Gericke, Gerda J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5987015/
https://www.ncbi.nlm.nih.gov/pubmed/29896470
http://dx.doi.org/10.3389/fpubh.2018.00157
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author Kupolati, Mojisola D.
MacIntyre, Una E.
Gericke, Gerda J.
author_facet Kupolati, Mojisola D.
MacIntyre, Una E.
Gericke, Gerda J.
author_sort Kupolati, Mojisola D.
collection PubMed
description Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers (N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.
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spelling pubmed-59870152018-06-12 A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill Kupolati, Mojisola D. MacIntyre, Una E. Gericke, Gerda J. Front Public Health Public Health Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers (N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons. Frontiers Media S.A. 2018-05-29 /pmc/articles/PMC5987015/ /pubmed/29896470 http://dx.doi.org/10.3389/fpubh.2018.00157 Text en Copyright © 2018 Kupolati, MacIntyre and Gericke. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Public Health
Kupolati, Mojisola D.
MacIntyre, Una E.
Gericke, Gerda J.
A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
title A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
title_full A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
title_fullStr A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
title_full_unstemmed A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
title_short A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
title_sort theory-based contextual nutrition education manual enhanced nutrition teaching skill
topic Public Health
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5987015/
https://www.ncbi.nlm.nih.gov/pubmed/29896470
http://dx.doi.org/10.3389/fpubh.2018.00157
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