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Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences
OBJECTIVE: To present the process evaluation of a curricular Cross-curricular Unit on Portion Size (CUPS) program that integrates nutrition and mathematics, describing teacher and student perspectives on the intervention. DESIGN: Semi-structured interviews and focus groups were conducted following t...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cambridge University Press
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9991777/ https://www.ncbi.nlm.nih.gov/pubmed/35314014 http://dx.doi.org/10.1017/S1368980022000386 |
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author | Follong, Berit M Prieto-Rodriguez, Elena Miller, Andrew Collins, Clare E Bucher, Tamara |
author_facet | Follong, Berit M Prieto-Rodriguez, Elena Miller, Andrew Collins, Clare E Bucher, Tamara |
author_sort | Follong, Berit M |
collection | PubMed |
description | OBJECTIVE: To present the process evaluation of a curricular Cross-curricular Unit on Portion Size (CUPS) program that integrates nutrition and mathematics, describing teacher and student perspectives on the intervention. DESIGN: Semi-structured interviews and focus groups were conducted following the implementation of the CUPS program during a pilot randomised controlled trial designed to evaluate efficacy for improved portion size estimation. Lessons involved experiential learning using food models and mathematics cubes and focussed on portion size, food groups, volume and capacity. Data were collected immediately post-intervention and analysed using an inductive thematic approach. SETTING: Primary schools in Newcastle, Australia. PARTICIPANTS: Year 3 and/or 4 teachers (n 3) and their students (n 15). RESULTS: Teachers believed the programme supported the learning of nutrition concepts, with the majority of students enjoying the lessons, cubes and food models. Teachers indicated most students were engaged and became more aware of healthy eating and serve size recommendation. Although teachers enjoyed and valued the lessons, they suggested that the integration of volume and capacity should be further improved in order to address the time barrier for teaching nutrition. CONCLUSION: The process evaluation reports on challenges and successes of implementing an integrative nutrition programme. This teaching approach could be useful and successful when aligned with teacher’ and student’ needs. Based on participant feedback, lessons could be refined to enhance integration of mathematics content and to support student learning. |
format | Online Article Text |
id | pubmed-9991777 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Cambridge University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-99917772023-03-08 Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences Follong, Berit M Prieto-Rodriguez, Elena Miller, Andrew Collins, Clare E Bucher, Tamara Public Health Nutr Research Paper OBJECTIVE: To present the process evaluation of a curricular Cross-curricular Unit on Portion Size (CUPS) program that integrates nutrition and mathematics, describing teacher and student perspectives on the intervention. DESIGN: Semi-structured interviews and focus groups were conducted following the implementation of the CUPS program during a pilot randomised controlled trial designed to evaluate efficacy for improved portion size estimation. Lessons involved experiential learning using food models and mathematics cubes and focussed on portion size, food groups, volume and capacity. Data were collected immediately post-intervention and analysed using an inductive thematic approach. SETTING: Primary schools in Newcastle, Australia. PARTICIPANTS: Year 3 and/or 4 teachers (n 3) and their students (n 15). RESULTS: Teachers believed the programme supported the learning of nutrition concepts, with the majority of students enjoying the lessons, cubes and food models. Teachers indicated most students were engaged and became more aware of healthy eating and serve size recommendation. Although teachers enjoyed and valued the lessons, they suggested that the integration of volume and capacity should be further improved in order to address the time barrier for teaching nutrition. CONCLUSION: The process evaluation reports on challenges and successes of implementing an integrative nutrition programme. This teaching approach could be useful and successful when aligned with teacher’ and student’ needs. Based on participant feedback, lessons could be refined to enhance integration of mathematics content and to support student learning. Cambridge University Press 2022-08 2022-03-22 /pmc/articles/PMC9991777/ /pubmed/35314014 http://dx.doi.org/10.1017/S1368980022000386 Text en © The Authors 2022 https://creativecommons.org/licenses/by/4.0/This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Paper Follong, Berit M Prieto-Rodriguez, Elena Miller, Andrew Collins, Clare E Bucher, Tamara Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
title | Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
title_full | Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
title_fullStr | Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
title_full_unstemmed | Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
title_short | Evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
title_sort | evaluating an integrated nutrition and mathematics curriculum: primary school teachers’ and students’ experiences |
topic | Research Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9991777/ https://www.ncbi.nlm.nih.gov/pubmed/35314014 http://dx.doi.org/10.1017/S1368980022000386 |
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