Selecting Instructional Contents for Nutritional Education Program for Junior/Senior High School Students Through Instructional Analysis and Analysis of Entry Behaviors and Learner Characteristics.
- Author:
Yeo Hwa KANG
1
;
Il Sun YANG
;
Hye Young KIM
;
Hae Young LEE
Author Information
1. Research Institute of Food and Nutrition Science, Yonsei University, Seoul, Korea. hy1317@sangji.ac.kr
- Publication Type:Original Article
- Keywords:
nutrition education;
WBI (Web-Based Instruction);
instructional analysis;
entry behaviors;
learner characteristics;
performance objective
- MeSH:
Curriculum;
Education*;
Electronic Mail;
Follow-Up Studies;
Humans;
Internet;
Meals;
Reference Values;
Seoul
- From:Korean Journal of Community Nutrition
2004;9(4):464-471
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
For the purpose of developing 'Web-Based Nutritional Education Program', this study did instructional analysis, analysis of entry behaviors and learner characteristics to select instructional contents for nutritional education program for junior/senior high school students. Survey questionnaires were distributed from October 21, 2002 to October 26, 2002 to a total of 564 junior/senior high school students in Seoul. The total number of questionnaires collected and used in our study was 479, which is 84.9% of the total questionnaires distributed. As a result of the curriculum analysis of 'Techonolgy-Home economics', subjects related with 'food and nutrition' in the 7th educational course study result, lessons including the contents of food and nutrition were 'nutrition and meal of adolescent' in 7th grade, 'family meal management' in 9th grade and 'practice of home life' in 10th grade. According to the curriculum analysis, 'nutrition' and 'food' were chosen for the superior subjects of nutrition education program and four subordinate subjects per superior one were developed. Then, entry behaviors and learner characteristics were analyzed: life characteristics, internet usage, anthropometrics data and nutritional knowledge. Students were interested in using computer and preferred passive activity to dynamic activity. According to the analysis of internet usage, WBI for students should composed active parts such as game, moving image, immediate reply and follow-up by e-mail, bulletin board and community activity. Students' BMI were in normal range but they were lacked nutritional knowledge. We wrote performance objectives that were specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance. The next step for developing the WBI nutrition education program would be based on the results mentioned above.
