Uporaba prehranskih kart pri prehranskem izobraževanju

Kostelac, Sanda (author), Kostanjevec, Stojan (mentor), Lovšin Kozina, Francka (co-mentor)

Prehrana je danes aktualna tema v družbi, zato je pomembno, da smo ljudje ustrezno prehransko pismeni. Otroci pridobijo ustrezne prehranjevalne navade že doma, vendar ima tudi šola pomembno vlogo v prehranskem izobraževanju. Pri nas se otroci s temo hrane in prehrane srečajo že v osnovni šoli, in sicer pri pouku gospodinjstva v šestem razredu osnovne šole. Učitelji pri svojem poučevanju uporabljajo različna didaktična sredstva in pripomočke. Eden izmed didaktičnih sredstev so tudi prehranske karte, s pomočjo katerih lahko učenci pridobivajo znanje o prehrani. Prehranske karte predstavljajo vizualno sredstvo in so dober didaktični material pri pouku gospodinjstva, saj lahko z njihovo pomočjo ustvarimo aktiven in dinamičen pouk. V magistrskem delu sem ugotavljala, kako učinkovite in uporabne so prehranske karte kot vizualno didaktično sredstvo. Predvsem me je zanimalo, katere informacije na prehranskih kartah, učenci opazijo, interpretirajo in pritegnejo učenčevo pozornost. Pri raziskovanju sem uporabila preizkus znanja o uporabnosti prehranskih kart. Poleg preizkusa znanja sem uporabila tudi očesni sledilec, ki je omogočil spremljanje očesnih premikov in iz katerega je bilo razvidno, na podlagi katerih informacij so se učenci odločali za odgovore. Metoda raziskovanja je temeljila na deskriptivni metodi. V raziskavi sem uporabila kvantitativen raziskovalni pristop, način vzorčenja pa je bil neslučajnostni, priložnostni. Vzorec so sestavljali učenci šestih razredov osnovne šole. V raziskavi s preizkusom znanja je sodelovalo 100 učencev, 11 učencev pa je bilo testiranih na očesnem sledilcu. Glavne ugotovitve raziskave so pokazale, da učenci na prehranskih kartah pravilno berejo informacije o makrohranilih, težave pa imajo pri utemeljitvi izbire bolj zdravih živil. Ugotovila sem, da so se učenci najbolj pogosto odločali za zdravo izbiro živila glede na predhodno znanje oziroma ugibajo o pravilnosti odgovora. Učenci ne poznajo prehranskega semaforja oziroma ga ne zaznajo kot pomembnega za izbiro odgovora. Učenci se za izbiro zdravih živil pogosto odločajo na podlagi informacij o vsebnosti maščob, energije in beljakovin. Z uporabo očesnega sledilca sem potrdila, kar je bilo analizirano s preizkusom znanja. Rezultati so pokazali, kakšno je učenčevo prepoznavanje informacij na prehranskih kartah. Ocenjujem, da uporaba prehranskih kart v izobraževalne namene potrebuje učiteljevo predstavitev kart učencem in vodenje učencev pri uporabi kart. S predstavitvijo informacij na kartah lahko pomembno izboljšamo njihovo uporabnost in tudi prehransko znanje učencev.

• Language: Slovenian
• Keywords: prehranske karte
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108223
• COBISS.SI-ID: 12479561
• Publication date in RUL: 27.06.2019

Secondary language

• Language: English
• Title: Use of nutritional cards in nutritional education

Abstract

As healthy diet is an important issue in the modern society, it is important that people are literate in this subject. Children acquire appropriate eating habits in their family; nevertheless school plays an important role in nutritional education. Children in primary school first encounter the topic of food and healthy diets in home economics classes in the sixth class of primary school. Teachers use a variety of didactic tools and teaching aids. One of them is nutritional cards which help pupils learn about food. Nutritional cards are a visuals means and represent a good didactic material in teaching home economics because they help us (teachers) create active and dynamic classes. In my dissertation I researched how effective and usable are nutritional cards as a visual didactic means. Primarily I was interested which information on the cards attract pupils’ attention, which they notice and interpret. I used the quiz as a method of my research. Besides the quiz I also used eye tracker, which enabled me to monitor eye movement and helped me determine which information made the pupils choose an answer. The method of my research based on the descriptive method. I applied the quantity research approach, the method of sampling was not accidental. The sample included pupils of the 6th class of primary school. 100 pupils took the quiz and 11 pupils were tested by eye tracker. The main findings of the research showed that pupils read the information of macro nutrition correctly but face problems explaining the choice of healthy foods. I have also found out that pupils most frequently decide for healthy diets because of their previous knowledge or that they guess the correct answer. The pupils are not familiar with the dietary traffic lights and therefore do not perceive it as an important factor in their choice of the correct answer. They most often choose healthy food because of the information about the food fat, energy and protein. I used the eye tracker to confirm the data I got from the quiz. The results have shown the pupils’ recognition of information on nutritional cards. I am positive that teachers should introduce and explain the use of dietary cards as a teaching tool and that the teacher should guide pupils in using the cards. By presenting the information we can substantially improve their usefulness as well as the pupils’ nutritional awareness and knowledge.

• Keywords: nutritional cards