Loading...
Evidence-Information Practice for Teaching Intervention on Junior School Students’ Food Safety Literacy
Wu, Mei-Ying Hong, Zuway-R Lin, Huann-shyang Hung, Jeng-Fung
Wu, Mei-Ying
Hong, Zuway-R
Lin, Huann-shyang
Hung, Jeng-Fung
Abstract
The purpose of this study was to first explore the current status and differences in food safety literacy, food safety attitudes, self-reported food safety behaviors, and health product use behaviors between the experimental and control groups, and then to analyze the current status of food safety literacy among junior high school students and the effectiveness of improving food safety literacy among junior high school students through evidence-informed practice (EIP) teaching intervention. During the pre-test phase, 467 ninth-grade students from a public junior high school in Kaohsiung City were selected to fill out the "Food Safety Literacy Situation Test", "Food Safety Attitude Scale" and "Food Safety Self-Reported Behavior Scale". After being tested and revised for reliability, validity and discrimination, they became formal research tools. Then, a quasi-experimental teaching method was used. This study used convenience sampling to select 53 students from the first author's class who implemented six weeks of EIP teaching in the health education class as the experimental group; the control group selected 51 ninth-grade students from another health education teacher who implemented six weeks of traditional storytelling teaching as the control group. All participating students filled out three research instruments before, after, and three months after the EIP teaching to understand the differences in food safety literacy, food safety attitudes, and self-reported food safety behaviors among junior high school students. Through correlation tests, independent sample t-tests and one-way covariance analysis, it was found that most junior high school students believed that a balanced diet, regular exercise and good hygiene habits can increase the body's resistance; the more junior high school students use health foods, the worse their food safety literacy. The results of this study show that EIP teaching can effectively improve the food safety literacy of junior high school students. This study recommends that EIP teaching be extended to other teaching sites and used as a reference for junior high schools to develop food safety literacy curriculum, teaching and assessment, and related research.
Keywords
Food safety literacy, Junior high school students, Situational Questions, Evidence-Informed Practical Teaching
Date
2022
Type
Journal article
Journal
Journal of Research in Education Sciences
Book
Volume
67
Issue
3
Page Range
113-146
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University.