RT info:eu-repo/semantics/article
T1 Introducing food sustainability in formal education: A teaching-learning sequence contextualized in the garden for secondary school students
A1 Eugenio Gozalbo, Marcia
A1 Ramos Truchero, Guadalupe
A1 Suárez López, Rafael
A1 Andaluz Romanillos, María Sagrario
A1 Rees, Susan
K1 Science education
K1 Science - Study and teaching
K1 Ciencias - Estudio y enseñanza
K1 Sustainable development
K1 Desarrollo sostenible
K1 Sustainable agriculture
K1 Agricultura sostenible
K1 Agriculture - Environmental aspects
K1 Ecología agrícola
K1 Food science
K1 Organic gardening
K1 Agricultura biológica
K1 Gardens
K1 Huertos
K1 Ecology
K1 Ecología
K1 Education, Secondary
K1 Educación secundaria
K1 5312.04 Educación
K1 5102.01 Agricultura
K1 3206 Ciencias de la Nutrición
K1 3107 Horticultura
AB The purpose of this paper is to assess the impact of a garden-based teaching unit about “Food and Nutrition” on students’ knowledge and habits of sustainable healthy diets, and to compare it with that of a more traditional unit from a textbook. This communication is framed in a research project (EDUCYL2020-01 “Sembrando interés, cosechando competencia”, financed by the Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Formación del Profesorado (ORDEN EDU/262/2020, de 9 de marzo, por la que se convoca la selección de proyectos de investigación educativa a desarrollar por equipos de profesores y equipos de inspectores que presten servicios educativos de la Comunidad de Castilla y León durante los cursos 2020/2021)) whose aim is to improve science education by approaching scientific topics of the official curriculum from a context-based strategy. The authors first designed a teaching-learning sequence, using an organic learning garden as a context, including real-life activities to promote reflection and debate among students. Such a sequence was implemented in a group of 40 students at the third course of Spanish compulsory secondary education, whose results were compared with those of a group of 15 students who followed the textbook. The impact was assessed by posing four open questions to students from the two groups, both at the beginning and the end of the instruction, whose answers were analyzed quantitatively and qualitatively. Results show that implementing the sequence constituted an educational improvement with respect to traditional teaching, since students’ answers on the topic were overall more comprehensive and evidenced better preparation for making real-life decisions. Students from the experimental group became more aware of the environmental impacts of human nutrition, and of sustainable healthy diets. It was also indicated that the health and nutrition-centered approach that still predominates in education needs to be overcome, and a sustainable approach needs to be taken. This is a novel study that leads a new line of research devoted to addressing education about sustainable food, which arises from the demands of raising awareness among citizens toward changing diets within the transition toward sustainable food systems.
PB MDPI
SN 2227-7102
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/62312
UL https://uvadoc.uva.es/handle/10324/62312
LA eng
NO Education Sciences, 2022, Vol. 12, Nº. 3, 168
NO Producción Científica
DS UVaDOC
RD 23-nov-2024