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This project aimed to develop a conceptual framework demonstrating the interaction between student engagement, effective pedagogy and how these can be utilised in an adolescent nutrition education context.
Design, Setting, and Participants
A literature review was undertaken to identify existing food literacy, student engagement and pedagogy frameworks. Whilst current literature extensively explores these constructs, little is known on how they can be conceptualised in a practical manner to guide resource development in nutrition education. Using a qualitative approach, teacher interview and student focus group protocols were then developed and a series of Year 7-8 student focus groups and teacher interviews were conducted across Western Australian non-government schools. In total 37 students and 5 teachers have participated.
Outcome Measures and Analysis
Using QSR NVivo 10, data was analysed in relation to the project’s core research questions and involved the use of both inductive and deductive content and thematic analysis techniques.
Preliminary analyses revealed support for the inclusion of nutrition topics such as what affects what you eat, meal planning and how does food affect your health. Further, the majority of teachers and students indicated the framework needed to consider teaching activities which had elements of showing, doing or investigating. Such concepts mirror key principles of student engagement and effective pedagogy.
Conclusions and Implications
Key research findings guided the development of the conceptual framework. It is intended this framework will enable teachers, curriculum writers and academics to develop early adolescence food and nutrition teaching resources which consider student engagement and effective pedagogy as its key focal point.
Healthway under the Health Promotion Research Training Scholarship