Konstruktivistični pristop k poučevanju prehranskih vsebin

Lah, Maja (author), Kostanjevec, Stojan (author)

Namen prehranskega izobraževanja, ki se izvaja v osnovni šoli, je, da učenci usvojijo znanje, veščine in navade, ki so povezani s prehransko pismenostjo. Za uspešnost izobraževanja pa je pomembno, da se uporabljajo učinkoviti pristopi k poučevanju, ki omogočajo doseganje zastavljenih ciljev. V predstavljeni raziskavi smo preučevali uspešnost konstruktivističnega pristopa pri poučevanju prehranskih vsebin v osnovni šoli. Za dve skupini učencev smo oblikovali in izvedli dve izobraževalni učni enoti z enakimi učnimi cilji, razlikovali pa sta se v oblikah pristopa k poučevanju. Ena skupina učencev je bila vključena v konstruktivistični, druga pa v tradicionalni pristop k poučevanju. V raziskavo so bili vključeni učenci dveh oddelkov 6. razreda. Uspešnost posameznega pristopa smo merili s preverjanjem znanja, ki so ga učenci v posamezni skupini reševali na začetku in koncu izobraževanja. Rezultati raziskave so pokazali, da so učenci, ki so sodelovali pri konstruktivističnem pristopu k pouku, na končnem preverjanju znanja dosegli boljše rezultate od učencev, ki so sodelovali pri tradicionalni obliki pouka. Opravljena raziskava je bila izvedena kot pilotska študija sodobnih pristopov pri poučevanju prehranskih vsebin z namenom ugotavljanja uspešnih pristopov k poučevanju, s katerimi lahko vplivamo na izboljšanje prehranske pismenosti otrok.

• Language: Slovenian
• Keywords: konstruktivistični pristop, tradicionalni pristop, prehranska piramida, prehransko izobraževanje
• Typology: 1.08 - Published Scientific Conference Contribution
• Organization: PEF - Faculty of Education
• Year: 2015
• Number of pages: Str. 733-742
• PID: 20.500.12556/RUL-80112
• UDC: 373.32.016:64
• COBISS.SI-ID: 10850377
• Publication date in RUL: 19.01.2016

Secondary language

• Language: English
• Title: Constructivist approach to nutrition education

Abstract

The nutrition education carried out in primary schools is intended for the pupils to acquire knowledge, skills and habits in relation to nutrition literacy. For the education process to be successful, it is important to use efficient approaches to education, enabling the achievement of the set goals. The present research studied the efficacy of the constructivist approach in teaching nutrition contents in the primary school. For two groups of pupils, two educational teaching units were designed and carried out – having the same educational goals, but differing in their approaches to the teaching. One group of pupils was included in the constructivist and the other in the traditional approach to the teaching. The study included the pupils of two 6th grade classes. The success of each approach was measured with a test of knowledge that pupils in each group completed at the beginning and at the end of this education. The study results showed that the pupils who participated in the constructivist approach to the teaching scored better at the final test of knowledge than the pupils who participated in the traditional form of teaching. The study was carried out as a pilot study dealing with modern approaches to teaching nutrition contents in order to recognize the successful approaches to teaching that can serve to improve the nutritional literacy of children.