Prehranska pismenost študentov

Jug, Janja (author), Kostanjevec, Stojan (mentor), Erjavšek, Martina (co-mentor)

Namen diplomskega dela je ugotoviti prehransko znanje in veščine študentov Pedagoške fakultete v Ljubljani. V raziskovalnem delu diplomskega dela smo z vprašalnikom ugotavljali njihove prehranske navade, prehransko znanje, veščine priprave hrane in varnega rokovanja z njo. Prehranska pismenost vključuje štiri komponente: načrtovanje prehrane, izbor živil, priprava hrane in prehranjevanje. Anketni vprašalnik je vseboval vprašanja, ki so zajemala vse štiri komponente, s katerimi smo pridobili podatke o prehranski pismenosti študentov. Anketiranih je bilo 88 študentov vseh štirih letnikov različnih študijskih smeri. Rezultati so pokazali, da si več kot 70 % študentov samostojno pripravlja hrano. Vešči so uporabe različnih kuhinjskih aparatov in pripomočkov, od katerih je najpogosteje uporabljen štedilnik, ki ga uporablja 97,7 % anketiranih študentov. Največ jih je pri svojem prehranjevanju pozornih na zadostno količino popite vode, da zaužijejo dovolj sadja in zelenjave ter da omejijo vnos sladkorja in ocvrte hrane. Pri nakupu hrane jim je najbolj pomemben okus, privlačna embalaža pa po njihovih navedbah ne vpliva na njihovo odločitev, saj je 76,1 % študentom najmanj pomemben njen izgled. Pri izboru živil so pokazali srednje dobro znanje, saj se je delež pravilnih odgovorov na različna vprašanja zelo razlikoval. Študentje višjih letnikov so tukaj pokazali boljše znanje kot študentje nižjih letnikov, saj so z daljšo dobo študija prejeli več prehranskih informacij. Najslabši rezultati so se pokazali pri zadnjem sklopu vprašanj, ki spadajo pod četrto komponento prehranske pismenosti, to je prehranjevanje. Pokazali so zelo slabo znanje o dnevnih energijskih potrebah za odraslo osebo ter priporočeno količino dnevnega vnosa sadja in zelenjave. Za študente je pomembno, da so dobro prehransko pismeni, saj lahko tako razvijejo zdrave prehranjevalne navade. Študentje Pedagoške fakultete imajo kot bodoči učitelji veliko odgovornost, saj bodo svoje prehransko znanje prenašali na naslednje generacije ter tako prispevali k splošnim prehranjevalnim navadam.

• Language: Slovenian
• Keywords: prehranska pismenost
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-86833
• COBISS.SI-ID: 11296329
• Publication date in RUL: 05.09.2017

Secondary language

• Language: English
• Title: Food literacy of college students

Abstract

The purpose of the thesis is to determine the nutritional knowledge and skills of students of Faculty of Education in Ljubljana. In the research section of the thesis, with the help of a questionnaire, we determined their nutritional habits, nutrition knowledge, skills of food preparation and safe handling with it. Food literacy includes four components. These components are: plan and manage, select, prepare and eat. Survey questionnaire contained questions that covered all four components, which we used to obtain data on the nutritional literacy of students. 88 students were surveyed; from all four years and of different study areas. The results showed that more than 70 % of students independently prepare food. They are skilled in use of various kitchen appliances and gadgets, one of which is stove the most widely used; 97.7 % of surveyed students use it. In their personal nutrition, most of them are attentive to drinking enough water, to consume enough fruits and vegetables, and to limit the intake of sugar and fried food. When buying food, taste is the most important, attractive packaging, according to their arguments, does not affect their decision, because 76.1 % of students find this as the least important. In the selection of foods, they demonstrated a medium good knowledge, since the proportion of correct answers to various questions was very different. Here, senior students revealed better knowledge than younger students, since they received more nutritional information during longer period of study. The worst results were demonstrated in the last part of the questionnaire, which fall under the fourth component of food literacy, which is eating. They showed a very poor knowledge on daily energy needs for an adult and recommended amount of daily intake of fruits and vegetables. For students, it is important to have good nutritional literacy, because this way they can develop healthy eating habits. The students of the faculty as future teachers, have a lot of responsibility, because they will pass their nutritional knowledge on to the next generation and thereby contribute to the overall nutritional habits.

• Keywords: nutritional literacy