Water Is the Taste of Life -- The Contribution of Metacognitive Guidance to Drinking-Related Nutritional Literacy

Autor/inn/en	Cohen, Hagit; Zion, Michal
Titel	Water Is the Taste of Life -- The Contribution of Metacognitive Guidance to Drinking-Related Nutritional Literacy
Quelle	In: Science Education International, 31 (2020) 1, S.84-91 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Metacognition; Nutrition Instruction; Foods Instruction; Water; Health Education; Health Behavior; Behavior Change; Dietetics; Elementary School Students; Knowledge Level; Self Efficacy + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Nutrition education; Ernährungserziehung; Lebensmittelkunde; Wasser; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Health behaviour; Gesundheitsverhalten; Ernährungslehre; Wissensbasis; Self-efficacy; Selbstwirksamkeit
Abstract	This study examined the contribution of metacognitive guidance to the development of drinking-related nutritional literacy(DNL). Metacognitive awareness promotes meaningful learning. Active involvement of students in metacognitive activities develops deep conceptual understanding. Childhood food and beverage consumption affects growth and can be a predictor of adult obesity, diabetes, and cardiovascular diseases. One of the factors that might improve food and beverage consumption is nutritional literacy. The research examined 225 students aged 9-11 and included a research and a control group. In both groups, students prepared and conducted an activity for students aged 6-8, as part of their science class. The activity sought to encourage the drinking of water and reducing the consumption of sweetened drinks. In the research group, the students received metacognitive guidance while preparing the activity. Changes in DNL in the areas of knowledge, attitudes, and behavior were tested by analysis of quantitative questionnaires. While there was no difference between the research and control groups in knowledge, the metacognitive guidance generated improvement in drinking-related attitudes and behavior. The improvement was seen both for everyday circumstances and at special occasions and emphasizes the great potential of expanding the relationship between metacognition and nutritional literacy. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01