Pupil’s Development of Food- and Health Related Action Competence In Integrated School Foodscapes.

Author(s):

Dorte Ruge(presenting / submitting)Rikke Vingaard Thrane

Conference:

ECER 2017

Network:

08. Research on Health Education

Format:

Paper

Session Information

08 SES 10, Educational Perspectives on Health Literacy and Action Competence

Paper Session

Time:

2017-08-24

15:30-17:00

Room:

K3.24

Chair:

Monica Carlsson

Contribution

The aim of this paper is to present results from research in ‘LOMA-local food’ project (LOMA). The development project, LOMA, was conducted in 6 schools in four municipalities in Denmark from 2015-2017 as an integrated school foodscape. Being inspired by the Ottawa Charter and the SHE network, LOMA applied a wholeschool approach in combination with a local perspective on food, learning, health and well-being. In this paper, an integrated school foodscape is defined as the
physical, organizational and sociocultural space in which pupils participate in
meals, cooking, food related curriculum and encounter food messages, including health and sustainability messages. Reseach took the point of departure in the research question: "How was pupils' development of food- and health related action competence influenced by the LOMA15 intervention? The notion of action competence stems from the scandinavian health promotional network as defined by a.o. Jensen & Simovska (2005). In current research on LOMA, the notion of 'pupil actioncompetence' consisted of several components such as knowledge, skills, motivation, participation, collaboration, ownership, experience with real-life situations, critical thinking and self-esteem.

The conceptual framework in LOMA research was of an interdisciplinary kind and included theory and methods from food-studies, children and youth studies (Brembeck & Johansson, 2009) educational studies (Illeris, 2013) and studies of health promoting schools (Langford, 2014; Benn & Carlsson 2012).

Method

The research design was a comparative case study and applied a mixed methods approach. Qualitative methods included classroom observations, focus group interviews, documents, video and photo. Data were analysed by Nvivo. Quantitative methods included data from an intervention study with pre-post survey-data (N=299) and results achieved from analysis by statistical methods. It was examined whether there was a statistically significant difference between pupils answers in baseline and endline from comparisons between confidence intervals (P95%) Results from quantitative and gualitative methods were triangulated in discussions, leading to conclusions.

Expected Outcomes

Results showed that pupils developed food- and health related actioncompetence, when they participated in the LOMA intervention. In some cases the positive development was statisitically significant, e.g. with regard to pupils' knowledge about vegetables as a proxy for competence within food and health. Besides this, results show that the LOMA-intervention contributed to pupils' motivation, collaboration, self-esteem, cooking skills, critical thinking and real-life experience. Additionally, results from quantitative data indicate, that pupils speaking 2 languages at home had a positive development in knowledge about vegetables at a lower average, than pupils speaking 1 language at home. Furthermore, results, also indicate, that boys had a positive development in knowledge about vegetables at a lower average than girls. The implications of these findings for practice are 1)Special training opportunities must be provided for pupils 2) ICT might be a useful tool fopr this 3) Capacity building among teachers are essential. Current LOMA-schools have been presented for the findings in order to improve kowledge cirkulation and to implement the necessary actions in daily teaching activities 4) Findings are expected to be interesting for an international audience, because they seem to be related to socio-economic factors that are identical - both in low-income and high-income countries. Implications for research are, that these structural dynamics should be further examined in order to contribute with educational tools for health education in all countries, that are challenged by increasing obesity among children and youth. To-know and to-do are closely related.

References

Benn, J., and Carlsson, M. (2014). Learning through school meals?. Appetite, 78, 23-31. Brembeck, H. (2009). Children’s ‘Becoming’ in Frontiering Foodscapes. IN Children, food and identity in everyday life. James, A., Kjørholt, A. T., & Tingstad, Cunningham-Sabo, L., & Lohse, B. (2013). Cooking with kids positively affects fourth graders' vegetable preferences and attitudes and self-efficacy for food and cooking.Childhood Obesity, 9(6), 549-556. Dolphijn, R. (2004). Foodscapes: towards a Deleuzian ethics of consumption. Eburon Publishers. FVM (2016). Officielle anbefalinger til en sund livsstil. Tilgængelig online: http://altomkost.dk/deofficielleanbefalingertilensundlivsstil/de-officielle-kostraad/spisfrugt- og-mange-groensager/hvad-taeller-med-i-6-om-dagen/ Griebler, U., Rojatz, D., Simovska, V., & Forster, R. (2014). Effects of student participation in school health promotion: a systematic review. Health promotion international. Illeris, K. (2003). Learning, Identity and Self-orientation in Youth. Young, 11(4), 357-376. Jones M, Pitt H, Orme J, Bray I, Gray S, Kimberlee R, Means R, Oxford L, Powell J, Salmon D &Weitkamp E (2016). Evaluation of Food for Life 2013-15. Summary and Synthesis Report. UWE Bristol. Llargues, E. Franco, R. Recasens, A. Nadal, A. et al. (2011). Assessment of a school-based intervention in eating habits and physical activity in school children: the Avall study. Journal of epidemiology and community health, 65(10), 896-901 Jensen, B. B., and Simovska, V. (2005). Involving students in learning and health promotion processes-clarifying why? What? and How? Promotion & Education, 12(3-4), 150-156. Langford, R., Bonell, C. P., Jones, H. E., Pouliou, T., Murphy, S. M., Waters, E.,... & Campbell, R. (2014). The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement. Cochrane Database of Systematic Reviews, 4. Nicklas, T. A., Johnson, C. C., Myers, L., Farris, R. P., & Cunningham, A. (1998). Outcomes of a high school program to increase fruit and vegetable consumption: Gimme 5—a fresh nutrition concept for students. Journal of school Health, 68(6), 248-253. Ruge, D. (2015). Integrating Health Promotion, Learning and Sustainability in School Foodscapes – The LOMA Case Study (Dissertation). Aalborg: Aalborg Universitet Ruge, D., Nielsen, M. K., Mikkelsen, B. E., & Jensen, B. B. (2016). Examining Participation in Relation to Students’ Development of Health-related Action Competence in a School Food Setting: LOMA Case Study. Health Education, 116(1), 69-85.Accessed jan 2017.

Author Information

Dorte Ruge (presenting / submitting)

University College LIllebaelt

Aarhus N

Rikke Vingaard Thrane

University College Lillebælt

Center for Applied research in school and education

Odense M

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