20.500.12556/RUL-185900 Pogled učencev od 4. do 9. razreda o pomenu učenja praktične priprave jedi za samostojnost in zdravo prehranjevanje magistrsko delo Views of students in Grades 4–9 on the importance of learning practical meal preparation for independence and healthy eating Sodobne raziskave poudarjajo pomen prehranskega izobraževanja, zlasti izkušenjskega učenja priprave jedi, pri razvoju prehranske pismenosti. Prehranska pismenost je pomemben preventivni dejavnik za zagotavljanje zdravja. Debelost kot kronična nenalezljiva bolezen danes namreč predstavlja pomemben javnozdravstveni problem med otroki in mladostniki. Med ključnimi dejavniki tveganja pa se najpogosteje izpostavljajo neustrezne prehranske navade in pomanjkanje telesne aktivnosti. Namen raziskave je bil ugotoviti, kako učenci od 4. do 9. razreda osnovne šole dojemajo pomen praktičnega učenja priprave jedi za razvoj samostojnosti in oblikovanje zdravih prehranjevalnih navad. V anketiranje je bilo vključenih 192 učencev ene izmed ljubljanskih osnovnih šol, 24 učencev je sodelovalo v polstrukturiranih intervjujih, ki so bili izvedeni z namenom poglobljenega razumevanja proučevane problematike. Rezultati kažejo, da učenci pripisujejo praktičnemu učenju priprave jedi pomembno vlogo pri razvoju samostojnosti ter pri usvajanju znanj in veščin, povezanih z zdravim prehranjevanjem. Učenci, vključeni v praktično pripravo jedi, so v svojih samoocenah pogosteje navajali večjo samostojnost, pripravljenost za pokušanje novih jedi ter večjo pripravljenost za vključevanje sadja in zelenjave v prehrano. Med najpomembnejšimi deležniki pri učenju praktične priprave jedi so učenci najpogosteje navajali mamo, babico in očeta, medtem ko je bila šola omenjena bistveno redkeje. Kot najpogostejši zaviralni dejavnik so učenci navajali pomanjkanje časa zaradi številnih interesnih dejavnosti. Rezultati kažejo, da učenci praktični pripravi jedi pripisujejo pomembno mesto v učnem procesu, zato je smiselno s tovrstnim pristopom pričeti čim prej. V šolskem prostoru to pomeni, da je smiselno v ta namen izkoristiti vse možne sistemske pogoje. Trenutno je tako možno s tematskimi vsebinami praktične priprave jedi pričeti že v 1. vzgojno-izobraževalnem obdobju (v nadaljevanju VIO) v okviru razširjenega programa (RaP), nadgrajevati v okviru obveznih in izbirnih vsebin v višjih VIO kot tudi v dejavnostih, povezanimi s Šolsko shemo. Contemporary research emphasizes the importance of food and nutrition education, particularly experiential learning through practical food preparation, in developing nutrition and food literacy. The latter is considered a vital preventive factor for public health. Today, childhood and adolescent obesity, a chronic non-communicable disease, represents a major public health challenge. Inappropriate dietary habits and insufficient physical inactivity are most frequently identified as key risk factors in this context. This study aimed to explore how primary school students in grades 4 to 9 perceive the role of cooking and food preparation in schools in developing independence and establishing healthy eating habits. The quantitative phase involved a survey of 192 students from a primary school in Ljubljana, while the qualitative phase included semi-structured interviews with 24 students to gain a deeper, contextual understanding of the issue. The findings show that students find practical food preparation very important in fostering independence and acquiring healthy eating habits. Students who were actively involved in practical food preparation in schools reported higher self-assessed levels of independence, a greater willingness to try unknown foods, and an increased readiness to incorporate fruits and vegetables into their daily diet. Students also stated that, most frequently, their mothers, grandmothers, and fathers were the ones who taught them food preparation skills. On the contrary, school environment was mentioned less often in this respect. Lack of time due to numerous extracurricular activities was cited as the primary barrier to gaining healthy eating habits and practical skills. The results demonstrate that students highly value practical food preparation within the school process, suggesting that this pedagogical approach should be introduced as early as possible. This requires maximizing all available institutional frameworks within the school system. Currently, practical food preparation and cooking topics can be introduced in curriculum as early as the first cycle of primary education through so-called Extended School Curriculum (RaP), and later expanded through compulsory and elective subjects in higher cycles, as well as through initiatives linked to the School Scheme. osnovnošolsko učenje in poučevanje gospodinjstvo izkušenjsko učenje praktična priprava jedi prehranska pismenost samostojnost zdravo prehranjevanje Home economics experiential learning practical food preparation food and nutrition literacy independence healthy eating true false false N. Kuzmič Kuralt Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-08-22 08:31:06 2026-08-22 08:31:14 2026-08-23 14:06:11 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 69 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 64(043.2) 208170 288560387 52418.pdf 52418.pdf 1 79211208EF555B1EBCBD13E5608CF92B aa9429fe3c7d6fcede526df135dece45238f594f28873849465bcdcbe1c9cf66 b0cf3eb8-9df2-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=244907 Pedagoška fakulteta 0 0 0