diplomsko delo
Urška Kranjec (Avtor), Stojan Kostanjevec (Mentor), Martina Erjavšek (Komentor)

Povzetek

Med obveznim osnovnošolskim izobraževanjem se učenci pri različnih obveznih in izbirnih predmetih učijo prehranskih teoretičnih vsebin in praktičnega dela. Vključevanje prehranskih vsebin v predmetnik obveznega formalnega izobraževanja otrok in mladostnikov izboljša njihovo znanje o prehrani. Prehranske veščine zahtevajo uporabo usvojenega znanja in vključujejo uporabo praktičnih zmožnosti načrtovanja, nakupovanja, priprave, kuhanja in uživanja obroka. Namen diplomskega dela je bil ugotoviti, kakšne so usvojene prehranske veščine pri učencih ob zaključku osnovnošolskega izobraževanja glede na predvidene cilje prehranskega izobraževanja in kako pogosto učenci usvojene prehranske veščine izvajajo v domačem okolju. V vzorec raziskave je bilo vključenih 120 učencev in učenk štirih osnovnih šol. Postopek zbiranja podatkov je potekal z anonimnim spletnim vprašalnikom, ki je vseboval vprašanja odprtega, zaprtega in izbirnega tipa. Pri analizi zbranih podatkov je bila uporabljena deskriptivna in inferenčna statistika. Podatki so bili analizirani s statističnim programom SPSS (Statistical Package for Social Sciences). Rezultati so pokazali, da v času osnovnošolskega izobraževanja velika večina učencev napreduje v prehranskem znanju in v prehranskih veščinah. Znanje osnovnošolcev je primerno glede na predvidene cilje formalnega izobraževanja. Velika večina učencev razume podatke na embalaži živil, kar vključuje razumevanje energijske vrednosti živila, vsebnost maščob in sladkorja, hranilno vrednost živila in seznam sestavin. Vendar v praksi učenci tega ne uporabljajo. Naučili so se uporabljati večino gospodinjskih pripomočkov in aparatov ter priprave hrane, vendar jih redko uporabljajo in izvajajo. Večina učencev meni, da jih je kuhati največ naučila mama. Rezultati raziskave kažejo, da je formalno izobraževanje uspešno, problem pa nastane pri praktičnem izvajanju prehranskih veščin v domačem okolju. Učenci niso dovolj samostojni pri pripravi jedi. V okviru izobraževanja bi bil potreben večji poudarek na samostojnem izvajanju prehranskih veščin tako v šoli, kot v domačem okolju, da bi učenci usvojili več veščin, tudi zahtevnejše.

Ključne besede

prehransko izobraževanje;prehranska pismenost;učni načrt;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [U. Kranjec]
UDK: 612.39:373.3(043.2)
COBISS: 11296585 Povezava se bo odprla v novem oknu
Št. ogledov: 1074
Št. prenosov: 142
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 skills of primary school students
Sekundarni povzetek: During primary school education students at various mandatory and optional courses taught nutrition theoretical knowledge and practical work. Integrating nutrition content in the curriculum of formal education of children and adolescents improve their nutritional knowledge. Nutritional skills require the use of consumer knowledge and practical capabilities which includes the use of planning, shopping, preparation, cooking and eating. Appropriate level of the lessons of nutrition skills in elementary school is important because it helps to improve the nutritional knowledge and the creation of an individual's eating habits, which in turn lead to a healthier lifestyle. The purpose of the thesis was to find out at what level primary school students acquire nutritional knowledge which is a part of nutritional skills at the end of primary education in relation to the intended objectives of nutrition education. We have also wanted to determine how often the students practice nutritional skills at home. The sample consisted of 120 students of four elementary schools. The process of data collection was conducted by anonymous questionnaire. The questionnaire was designed as an online survey. It contains open questions, closed and multiple choice. Data were analyzed using SPSS statistical program (StatisticalPackagefor Social Sciences). Results are shown in graphs and tables. The results of the empirical part are showing that the vast majority of students acquire the appropriate level of nutritional skills and knowledge during elementary school education. Based on the intended objectives of formal education. Students learn how to read food labels which contains a variety of information including serving size, number of calories, grams of fat and sugar, included nutrients, and a list of ingredients, however they do not practice it. They learned how to use most of the household utensils, appliances and food preparation methods, but they are rarely used and implemented. The majority of primary school students believe that they have learned how to cook from their moms. The research results show that formal education is effective, but the problem appears to be in the practical implementation of nutrition skills in the home environment. Also the students are not confident enough in their own cooking ability. It would need a greater focus on the implementation of nutritional skills, both at school and at home, so that the students gain confidence in the implementation thereof.
Sekundarne ključne besede: nutrition;primary school;prehrana;osnovna šola;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Biotehniška fak., Biologija in gospodinjstvo
Strani: 77 f.
ID: 9222683