magistrsko delo
Mateja Šmid (Avtor), Stojan Kostanjevec (Mentor)

Povzetek

Vse več je otrok in mladostnikov s slabimi prehranjevalnimi navadami, kar jih uvršča med rizično skupino, izpostavljeno visokemu tveganju za razvoj debelosti ter kroničnih nenalezljivih bolezni. K preprečevanju teh bolezni prispeva tudi ustrezna prehranska pismenost otrok in mladostnikov. Prehranska pismenost je izraz, s katerim označujemo znanja, spretnosti in vedenja posameznika, ki so potrebna za načrtovanje, zagotavljanje, izbiro, pripravo in uživanje hrane za zadovoljitev prehranskih potreb in določitev vnosa hrane. Prehranska pismenost je pomembna za vsakega posameznika, saj omogoča oblikovanje zdravih prehranjevalnih navad. Prehranska pismenost slovenskih osnovnošolcev še ni bila raziskovana. V magistrskem delu smo oblikovali raziskovalni problem, s katerim smo obravnavali vsebine prehranske pismenosti v predmetniku osnovne šole in prehransko pismenost učencev ob zaključku obveznega osnovnošolskega izobraževanja. V raziskavi je sodelovalo 190 učencev iz različnih slovenskih osnovnih šol. Demografske podatke smo zbrali z anketnim vprašalnikom, s preizkusom znanja pa smo ugotavljali prehransko pismenost. Prehransko pismenost učencev smo ugotavljali s preizkusom znanja, v katerega so bila vključena vprašanja, ki so vsebinsko pokrivala štiri osnovne komponente prehranske pismenosti: načrtovanje prehrane, izbor živil, priprava hrane in prehranjevanje. Ugotovili smo, da so v predmetniku osnovne šole vključeni vsi vsebinski sklopi prehranske pismenosti. V največjem obsegu jih učenci spoznavajo pri obveznem predmetu Gospodinjstvo ter izbirnima predmetoma Načini prehranjevanja in Sodobna priprava hrane. Cilji v učnih načrtih različnih predmetov obravnavajo predvsem teoretična znanja. Glede na trenutni življenjski ritem, slovenski osnovnošolci dosegajo zadovoljivo raven prehranske pismenosti, ki vključuje osnovna teoretična znanja o prehrani in prehranjevanju, usvojijo pa tudi določene veščine, ki so povezane z načrtovanjem prehranjevanja in pripravo hrane. Na osnovi pridobljenih rezultatov lahko trdimo, da se pri posameznih komponentah prehranske pismenosti pojavljajo razlike med fanti in dekleti ter med učno bolj in manj uspešnimi osnovnošolci, tako v njihovem vsebinskem kot v praktičnem znanju. Glede na ugotovitve raziskave predlagamo, da se v osnovnošolskem izobraževanju izvaja kakovostno prehransko izobraževanje, ki bo usmerjeno v usvajanje tako teoretičnega znanja kakor tudi praktičnih veščin, ki jih otroci in mladostniki potrebujejo za oblikovanje zdravih prehranjevalnih navad. Z dodatnimi raziskavami lahko ugotovimo, katere komponente prehranske pismenosti so za slovenske osnovnošolce pomembne in jih je potrebno razvijati ter utrjevati z namenom, da bodo otroci in mladostniki tudi po zaključku osnovnošolskega izobraževanja razvijali in v vsakodnevnem življenju prakticirali zdrav način prehranjevanja.

Ključne besede

izobraževanje;učenci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Šmid]
UDK: 612.39:373.3(043.2)
COBISS: 11234633 Povezava se bo odprla v novem oknu
Št. ogledov: 838
Št. prenosov: 151
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Nutritional literacy of primary school pupils
Sekundarni povzetek: There are more and more children and adolescents with poor eating habits which put them in the risk group exposed to a high risk for development of obesity and chronic non-communicable diseases. An adequate nutritional literacy of children and adolescents contributes to the prevention of these diseases. Nutritional literacy is a term indicating knowledge, skills, and behaviours of individual, which are necessary for planning, assurance, choice, preparation, and intake of food in order to meet nutrition needs and determine food intake. Nutritional literacy is important for each individual since it enables formation of health eating habits. Nutritional literacy of the Slovenian primary school pupils have not yet been researched. In the master´s thesis we have formed a research problem with which we have discussed the content of nutritional literacy in the primary school syllabus and nutritional literacy of primary school pupils at the end of compulsory primary education. The study involved 190 pupils from various Slovenian primary schools. Demographic data were collected based on the questionnaire, and nutritional literacy was established based on the test. The nutritional literacy was established based on the test, which included questions covering four basic components of nutritional literacy: meal planning, foods choice, meal preparation, and eating. We have established that primary school syllabus covers all fields of nutritional literacy. To the greatest extent, pupils get familiar with them at compulsory subject home economics and two elective courses, namely ways of eating and modern food preparation. Objectives in curriculums of various subjects mainly deal with theoretical knowledge. In regard to the current life rhythm, Slovenian primary school pupils achieve a satisfactory level of nutritional literacy, which includes basic theoretical knowledge on nourishment and eating, but they also acquire certain skills in relation to planning of eating and food preparation. Based on the obtained results, we can claim there are certain differences in content and practical knowledge among boys and girls in individual components of nutritional literacy as well as among the learning more and less prosperous primary school children. In regard to the establishments, we suggest implementation of quality nutritional education in primary education, which will be oriented toward acquiring the theoretical knowledge as well as practical skills needed by children and adolescents for formation of healthy eating habits. With additional researches we can establish which components of nutritional literacy are important for Slovenian primary school pupils and need to be developed and intensified in order for children and adolescents to develop and practise a healthy way of eating also after the end of primary education.
Sekundarne ključne besede: nutrition;primary school;literacy;prehrana;osnovna šola;pismenost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: 93 str.
ID: 9176562