Tammen Stephanie A, Meiri Karina, Faux Russel, Jacque Berri
Center for Translational Science Education, Tufts University School of Medicine, Boston, MA.
Davis Square Associates, Somerville, MA.
J STEM Outreach. 2019;2(1). doi: 10.15695/jstem/v2i1.17. Epub 2019 Oct 16.
To determine the efficacy of a high school biology curriculum focused on promoting nutrition literacy skills.
High school students participated in a six-week biology curriculum focused on the three subdomains of nutrition literacy: functional use of factual knowledge (FNL); interactive skills in seeking out information (INL); critical interpretation and analysis (CNL). We used a mixed-methods, change-over-time model that leverages longitudinal aspects of instructor practice and students' development. Pre- and posttest measures of FNL, INL and CNL were administered. Students were also given a retrospective pre-post online survey to measure interactive nutrition literacy and self-efficacy towards learning about nutrition topics.
A total of 111 high school 11th and 12th grade students from four sections of a Biology II course participated.
Students' overall NL scores improved (<0.0001) and they also showed gains in each subdomain (FNL, INL and CNL, <0.0001). Self-efficacy toward learning about nutrition also increased (<0.0001). Students reported increased communication about the topics with family and peers who were neither classmates or friends (<0.0001).
Participation improved nutrition literacy in each of the subdomains, as well as self-efficacy. Self-efficacy was strongly related to increased communication.
确定一门侧重于提升营养知识素养技能的高中生物课程的效果。
高中生参与了一门为期六周的生物课程，该课程聚焦于营养知识素养的三个子领域：事实性知识的功能性运用（FNL）；信息获取的互动技能（INL）；批判性解读与分析（CNL）。我们采用了一种混合方法、随时间变化的模型，该模型利用了教师实践和学生发展的纵向方面。对FNL、INL和CNL进行了前测和后测。还对学生进行了一项回顾性的线上前后测调查，以衡量互动营养知识素养以及对学习营养主题的自我效能感。
来自生物II课程四个班级的111名11年级和12年级高中生参与了研究。
学生的总体营养知识素养得分有所提高（<０.０００１），并且他们在每个子领域（FNL、INL和CNL，<０.０００１）也都有进步。对学习营养知识的自我效能感也有所增强（<０.０００１）。学生报告称，与既不是同学也不是朋友的家人和同龄人就这些主题的交流有所增加（<０.０００１）。
参与该课程提高了每个子领域的营养知识素养以及自我效能感。自我效能感与交流增加密切相关。
