A proper understanding of nutritional concepts that are used in primary nutritional education is important in assessing the quality of nutritional knowledge in primary school. It is crucial that nutritional concepts used in different educational stages of primary education are adjusted to specific stage of student´s cognitive development.
Purpose of my thesis is to identify how students understand nutritional concepts. Nutritional education has namely a positive impact on children's nutritional knowledge that mostly depends on concepts usage and understanding.
Data is collected empirically by interviewing 125 6th grade students from three primary schools in Ljubljana. The survey contained 16 questions. Students participated in surveys before and after implementation of nutrition education.
Based on results of the survey, I can conclude that students are generally familiar with nutritional concepts, which are used according to study program. Students are familiar and can explain concepts according to their level of cognitive development. Most often nutrients are associated with foods in which they are found and their basic role in the organism is described. Foods with more sugar (sweets) are frequently associated with high fat contents, but students often have difficulty in determining a level of individual nutrients in the foods.
At the time of nutrition education perceived progress in usage of nutritional concepts is achieved. Nutritional concepts in primary education need to be addressed in a constructive manner and appropriately upgraded according to the cognitive development of children. Namely, with networking of courses in the student program to the degree, where students will be able to interpret and apply different concepts in different situations.
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