Uporaba digitalne tehnologije v prehranskem izobraževanju : magistrsko delo

Černilec, Zala (author), Kostanjevec, Stojan (mentor), Žerovnik, Alenka (comentor)

Digitalna tehnologija ima pomemben vpliv na naše vsakdanje življenje. Otroci so tesno povezani z uporabo digitalne tehnologije in tudi v pedagoškem procesu se lahko učijo s pomočjo digitalne tehnologije. V magistrskem delu smo jo povezali s prehranskim izobraževanjem in s pomočjo digitalne tehnologije obravnavali vsebine o sladkorju in sladilih. Prekomerno uživanje sladkorja predstavlja zdravstveni problem, ki se kaže v pojavnosti zdravstvenih težav pri otrocih in odraslih. Pomembno je, da otroke in odrasle ozaveščamo o odgovornem uživanju sladkorjev in sladil. To lahko zelo dobro naredimo preko spletnega mesta, saj ima velik del populacije dostop do računalnika ali telefona. Na spletnem mestu Goske (Sladkor in sladila v hrani) je objavljeno učno gradivo z večpredstavno razlago učne snovi v obliki interaktivnih izobraževalnih videoposnetkov in nalog, preko katerih so učenci usvajali novo znanje. Interaktivni elementi omogočajo večjo individualizacijo, diferenciacijo in personalizacijo ter zagotavljajo sprotne povratne informacije. V empiričnem delu smo ugotavljali, kakšno je predznanje učencev o sladkorjih in sladilih in kakšno je njihovo mnenje o pomembnosti obravnavanih vsebin ter učenju s pomočjo digitalne tehnologije. Podatke v raziskavi smo zbrali s pred-, po- in poznim preizkusom znanja ter z mnenjsko anketo. S preizkusi znanja smo preverili učenčevo poznavanje vsebine, z mnenjsko anketo pa mnenje učencev o učenju s pomočjo digitalne tehnologije in njihovo mnenje o pomembnosti poznavanja vplivov sladkorja in sladil na zdravje. V raziskavi je sodelovalo 136 učencev šestega razreda iz dveh osnovnih šol. Raziskava je bila izvedena pri predmetu gospodinjstvo. Rezultati raziskave so pokazali, da se učenci radi učijo s pomočjo digitalne tehnologije. Prav tako so interaktivna gradiva dobro usmerila njihovo pozornost, kar je vplivalo na boljše razumevanje. Učenci so na po- in poznem preizkusu znanja pokazali več znanja kot pred spoznavanjem novih vsebin. Povprečno skupno število zbranih točk na preizkusu znanja je bilo najvišje na popreizkusu znanja, malenkost nižje na poznem preizkusu znanja in najnižje na predpreizkusu znanja. Rezultati so pokazali, da je bilo učenje s pomočjo digitalne tehnologije učinkovito, pomembno pa je, da je celotni proces poučevanja dobro načrtovan in izveden.

• Language: Slovenian
• Keywords: Prehranski vidik, Informacijska tehnologija, Osnovnošolsko učenje in poučevanje, digitalna tehnologija, interaktivno učno gradivo, prehransko izobraževanje, sladila, sladkor
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: Z. Černilec
• Year: 2025
• Number of pages: IX, 80 str.
• PID: 20.500.12556/RUL-170437
• UDC: 641(043.2)
• COBISS.SI-ID: 242546435
• Publication date in RUL: 05.07.2025

Secondary language

• Language: English
• Title: Use of digital technology in nutrition education

Abstract

Digital technology has a significant impact on our everyday lives. Children are closely connected to the use of digital technology and can also learn with the help of digital technology in the pedagogical process. In the Master's thesis, we linked digital technology with nutrition education and used digital technology to address the content about sugar and sweeteners. Excessive sugar consumption is a health problem which is reflected in the incidence of health problems in children and adults. It is important to raise awareness among children and adults about the responsible consumption of sugars and sweeteners. This can be done successfully via website since a large part of the population has access to a computer or a phone. The website Goske (Sugar and Sweeteners in Food) has published teaching materials with a multimedia explanation of the learning material in the form of interactive educational videos and tasks through which students acquired new knowledge. Interactive elements enable greater individualization, differentiation, personalization and provide also real-time feedback. In the empirical part we determined the students' prior knowledge about sugars and sweeteners and their opinion on the importance of the content discussed and learning with the help of digital technology. The data in the research were collected with a pre-, post- and late knowledge test and the opinion survey. The knowledge tests were used to check the students' knowledge of the content. The opinion survey was used to check the students' opinion on learning with the help of digital technology and their opinion on the importance of knowing the effects of sugar and sweeteners on health. 136 sixth-grade students from two primary schools participated in the research. The research was conducted in the subject Home Economics. The results of the research showed that students like to learn with the help of digital technology. The interactive materials also focused their attention well, what influenced better understanding. The students showed better knowledge in the post- and late knowledge test than before learning new content. The average total score in the knowledge test was the highest in the post-knowledge test, slightly lower in the late knowledge test and the lowest in the pre-knowledge test. The results showed that learning with the help of digital technology was effective but it is important that the entire teaching process is well planned and implemented.

• Keywords: digital technology, interactive educational material, nutrition education, sweeteners, sugar