Follong Berit M, Prieto-Rodriguez Elena, Miller Andrew, Collins Clare E, Bucher Tamara
School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, University Drive, Callaghan, NSW2308, Australia.
Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia.
Public Health Nutr. 2022 Aug;25(8):2099-2110. doi: 10.1017/S1368980022000386. Epub 2022 Mar 22.
To present the process evaluation of a curricular Cross-curricular Unit on Portion Size (CUPS) program that integrates nutrition and mathematics, describing teacher and student perspectives on the intervention.
Semi-structured interviews and focus groups were conducted following the implementation of the CUPS program during a pilot randomised controlled trial designed to evaluate efficacy for improved portion size estimation. Lessons involved experiential learning using food models and mathematics cubes and focussed on portion size, food groups, volume and capacity. Data were collected immediately post-intervention and analysed using an inductive thematic approach.
Primary schools in Newcastle, Australia.
Year 3 and/or 4 teachers ( 3) and their students ( 15).
Teachers believed the programme supported the learning of nutrition concepts, with the majority of students enjoying the lessons, cubes and food models. Teachers indicated most students were engaged and became more aware of healthy eating and serve size recommendation. Although teachers enjoyed and valued the lessons, they suggested that the integration of volume and capacity should be further improved in order to address the time barrier for teaching nutrition.
The process evaluation reports on challenges and successes of implementing an integrative nutrition programme. This teaching approach could be useful and successful when aligned with teacher' and student' needs. Based on participant feedback, lessons could be refined to enhance integration of mathematics content and to support student learning.
介绍一个关于食物分量的跨课程单元（CUPS）项目的过程评估，该项目整合了营养与数学，并描述教师和学生对该干预措施的看法。
在一项旨在评估改善食物分量估计效果的试点随机对照试验中，在实施CUPS项目后进行了半结构化访谈和焦点小组讨论。课程包括使用食物模型和数学立方体的体验式学习，重点是食物分量、食物类别、体积和容量。干预结束后立即收集数据，并采用归纳主题法进行分析。
澳大利亚纽卡斯尔的小学。
三年级和/或四年级教师（3名）及其学生（15名）。
教师们认为该项目有助于营养概念的学习，大多数学生喜欢这些课程、立方体和食物模型。教师表示，大多数学生参与其中，并对健康饮食和食物分量建议有了更多认识。尽管教师们喜欢并重视这些课程，但他们建议应进一步改进体积和容量的整合，以解决营养教学的时间障碍。
过程评估报告了实施综合营养项目的挑战和成功经验。当与教师和学生的需求相契合时，这种教学方法可能会有用且成功。根据参与者的反馈，可以对课程进行改进，以加强数学内容的整合并支持学生学习。
