Contento Isobel R, Koch Pamela A, Lee Heewon, Sauberli Wendy, Calabrese-Barton Angela
Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY 10027, USA.
J Nutr Educ Behav. 2007 Sep-Oct;39(5 Suppl):S179-86. doi: 10.1016/j.jneb.2007.02.006.
The purpose of this formative evaluation was to examine the impact of an innovative inquiry-based science education curriculum for middle school students, called Choice, Control, and Change, that is designed to foster healthful eating and physical activity and a healthy weight through enhancing agency and competence. The 24-session curriculum helps students develop understandings about the interactions between biology, personal behavior, and the environment and personal agency through cognitive self-regulation skills in navigating today's complex food system and sedentary environment. An extended theory of planned behavior served as the design framework. The study used a pretest-posttest evaluation design involving 278 middle school students in 19 science classes within 5 schools. Based on paired t tests, students significantly improved on several curriculum-specific eating and physical activity behaviors: they decreased several sedentary activities and increased their frequencies of fruit and vegetable intake. They decreased the frequency of sweetened beverages, packaged snacks, and eating at a fast-food restaurant, and ate and drank smaller portions of some items. Their outcome beliefs and overall self-efficacy, but not their attitudes, became more positive. A strategy based on fostering personal agency, cognitive self-regulation, and competence can be effective in increasing healthful eating and physical activity behaviors in middle school children and should be explored further.
这项形成性评估的目的是检验一种名为“选择、控制与改变”的创新型探究式科学教育课程对中学生的影响。该课程旨在通过增强自主性和能力，促进健康饮食、体育活动以及保持健康体重。这个为期24节的课程通过认知自我调节技能，帮助学生理解生物学、个人行为与环境以及个人自主性之间的相互作用，以应对当今复杂的食物系统和久坐不动的环境。扩展的计划行为理论作为设计框架。该研究采用了前测-后测评估设计，涉及5所学校19个科学班的278名中学生。基于配对t检验，学生在一些特定于课程的饮食和体育活动行为方面有显著改善：他们减少了几种久坐不动的活动，增加了水果和蔬菜的摄入频率。他们减少了含糖饮料、包装零食的食用频率以及去快餐店就餐的次数，并且减少了某些食物和饮料的摄入量。他们的结果信念和总体自我效能感变得更加积极，但态度没有变化。一种基于培养个人自主性、认知自我调节和能力的策略，在增加中学生健康饮食和体育活动行为方面可能是有效的，应进一步探索。
