Singleton N, Rhoads D S
J Am Diet Assoc. 1984 Jan;84(1):59-63.
A proportionally stratified sample of Louisiana students was surveyed to determine their nutrition knowledge as influenced by selected variables. The 3,309 students in grades 3 to 12 were interviewed individually. A pretested questionnaire was used. Nutrition knowledge was assessed by a test of 15 selected nutrition concepts and the identification of the basic food groups needed daily. A majority of students judged the study of nutrition in school to be important. However, only 40.5% of the sample reported currently studying this science, with 15% studying it as a separate subject. Home and television were most frequently named as informal sources of nutrition information. The mean score on the test of nutrition concepts was 10.3. The number of subjects studied in which nutrition was included did not affect scores. A positive relationship existed between scores and grade division (3 to 6, 7 to 8, 9 to 12), correct identification of food groups needed daily, and number of sources and activities used to learn about nutrition. Thus, nutrition instruction which is varied, innovative, and includes student participation does improve knowledge of this science.
对路易斯安那州学生按比例分层抽样进行调查，以确定选定变量对他们营养知识的影响。对3309名三至十二年级的学生进行了单独访谈。使用了经过预测试的问卷。通过对15个选定营养概念的测试以及对每日所需基本食物组的识别来评估营养知识。大多数学生认为在学校学习营养很重要。然而，只有40.5%的样本报告目前正在学习这门科学，其中15%将其作为一门单独的学科来学习。家庭和电视是最常被提及的营养信息非正式来源。营养概念测试的平均分数为10.3。所学课程中包含营养内容的数量并不影响分数。分数与年级划分（三至六年级、七至八年级、九至十二年级）、对每日所需食物组的正确识别以及用于了解营养的信息来源和活动数量之间存在正相关关系。因此，多样化、创新且包含学生参与的营养教学确实能提高这门科学的知识水平。
