The increasing trend of chronic diseases in a modern world is mainly a consequence of unhealthy lifestyle, unhealthy diet and lack of motion.
In the primary school nutrition contents are considered to a greater extent in the 6th class in a subject Housekeeping. Also, they are included in a curriculum of optional subjects Contemporary preparation of food and Ways of nourishment. Majority of people accept and process information on a visual level, so teachers in lessons take efforts to use as many visual models/diagrams/elements/guidances as possible. Basically, in a field of nutrition education in a primary school prevails use of well-known nutrition pyramid. However, studies show that the nutrition pyramid poses difficulties in understanding diet. Consequently, for a better comprehension of guidances for healthy nutrition started an introduction of so called »nutrition plate« in June 2011.
In the master thesis I wanted to discover advantages of the first and the second visual model and establish their usefulness in the primary school. For this purpose I used in a research the application called »eye tracker«. The eye tracker enables us monitoring cognitive processes in the time of learning, as well as demonstrates connection between a process of cognition and eye moves. Essentially, it makes us possible that on a basis of analyzing video documentation we find out a direction of the sight and the point in a space, which a person paid visual attention to.
I used a descriptive research method. The study was empirical and involved quantitative approach to research. A research was based on non-random, convenience sample. The study encompassed 69 pupils who completed the test of knowledge, while 8 pupils were tested by use of eye tracker.
I realized, that completed tests showed no significant difference between usefulness of nutrition pyramid and usefulness of nutrition plate. It was true with regard to both examination methods, i.e. completing a testing questionnaire and using eye tracker. This difference (approximately 2%) is so negligible, that I can not make a conclusion that one visual guidance of healthy nutrition is more useful than another. Nevertheless, I can argue that both visual guidances of healthy nutrition are useful in the school, as well as in the practice. Consequently, it makes sense to implement both of them in the primary school, because they nicely supplement each other. I also established, that the toughest problem for pupils in usage of both nutrition pyramid and nutrition plate is mainly connected with understanding of actual quantities. So, it would be reasonable to dedicate some time to this question and consider, what could be done for pupils to demonstrate them as simply as possible, what quantities of foodstuffs from particular food groups are necessary to eat.
Therefore, results of the study showed, which visual guidance is more appropriate for pupils to use it in primary school education and everyday life. Additionally, it was discovered, what causes the most difficulties to pupils in use of visualisation models. In any case, results of the research will contribute to quality of nutrition education, and indicate directions for improvements of visual models of healthy nutrition.
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