İlköğretim 1-3. Sınıf Hayat Bilgisi Ders Programının Besin ve Beslenme İle İlgili Kazanım ve Etkinlikler Açısından İncelenmesi
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Dosyalar
Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, ilköğretim 1-3. sınıf Hayat Bilgisi dersi öğretim programının besin ve beslenme ile ilgili kavram, beceri, kazanım, etkinlik örnekleri ve ara disiplin kazanımlarıyla eşleştirilme durumları açısından incelenmesi amaçlanmıştır.Nitel araştırma desenlerinden doküman analizi yönteminin kullanıldığı bu araştırmanın veri kaynağını “T.C. Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı İlköğretim 1, 2 ve 3. Sınıflar Hayat Bilgisi Dersi Öğretim Programı ve Kılavuzu” oluşturmaktadır.İlgili döküman, araştırmada analiz birimi olarak belirlenen besin ve beslenme terimlerinin yanısıra daha detaylı bir tarama yapılabilmesi amacıyla yemek, yiyecek, içecek, gıda, sağlık, tüketici ve tüketim kelimeleri ile de taranmış olup elde edilen içerikler sınıf düzeylerine ve temalarına göre tablolara dönüştürülmüştür.Tablolarda, analiz birimi ile ilişkili beceri, kazanım ve etkinlik örnekleri doğrudan alıntılar yapılarak sunulmuştur.Araştırmadan elde edilen bulgulara göre, Hayat Bilgisi dersi programında yer alan besin ve beslenme ile ilişkili becerilerin Kaynakları Etkili Kullanma ve Güvenlik ve Korunmayı Sağlama becerileri kapsamında yer verildiği saptanmıştır.Yiyecek ve içeceklere özen gösterme, açıkta satılan yiyeceklerden uzak durma, gazlı içecekler yerine mümkün olduğu kadar süt, ayran ve doğal meyve sularını tercih etme, çok fazla abur-cubur tüketmeme, beslenme çantasına evde hazırlanmış doğal gıdalar ve taze meyve koyma gibi becerilerin programda olduğu belirlenmiştir. Sonuç olarak, araştırmada ilköğretim 1-3. sınıf Hayat Bilgisi ders programında okutulan “Okul Heyecanım, Benim Eşsiz Yuvam, Dün, Bugün ve Yarın” temaları kapsamında besin ve beslemme ile ilgili kavram, beceri, kazanım ve etkinlik örneklerine yer verildiği belirlenmiştir.Programda, beslenme ile ilgili kazanımların ara disiplin kazanımlarıyla eşleştirildiği, kavram olarak ise sadece birinci sınıfta “Okul Heyecanım” teması içinde yer aldığı bulunmuştur. Hayat bilgisi ders programında ki besin ve beslenme ile ilgili beceri, kazanım ve etkinliklerin besin teknolojisi ve beslenme bilimindeki yeni gelişmelerle ve alan uzmanlarının görüşleri doğrultusunda güncellenmesi okul ve program temelli beslenme eğitimi girişimlerine katkı sağlayabilecektir.
Schools are the leading shareholders which present appropriate opportunities for equipping the students with healthy nutritional habits, promoting children's health in terms of food and nutrition contents, nutrition services, the personnel, peer interaction, school-based nutrition projects and policies. Nutrition, which is an area, related to science, health, nature, social and educational sciences, overlaps with the learning fields of the Life Science course a core course for the first three years of the primary school in Turkey. The determination of the current situation of food and nutrition related concepts, acquisitions and activities in the primary school curriculum are significant in terms of school and program-based nutrition education. For this reason, the aim of the present research is to analyze the current situation of primary school 1st-3rd Grade Life Science course curriculum in terms of correspondence with nutrition-related themes, course acquisitions, activity samples, sub-discipline acquisitions. The data source of the present research which adopted document analysis, a qualitative research design, comprises "T.R. Ministry of National Education Head Council of Education and Morality Primary School 1st, 2nd, and 3rd Grade Life Science Curriculum and Guide". The related document was scanned for food and nutrition terms determined as the units of analysis, and the words food, drink, health, consumer, and consumption were traced in order to make a more comprehensive screening; the current situation of the related concepts, themes, course acquisitions, and their correspondence with sub-discipline acquisitions were examined. As a result of the analysis, the obtained contents were transformed into tables according to class levels and themes. In the tables, the acquisitions and activity examples related with the analysis unit were presented, accompanied by direct quotations. According to the obtained findings, it was determined that in the Life Science curriculum, nutrition related skills were incorporated within the scope of Using the Resources Effectively and Promotion of Safety and Protection. The nutrition related skills of paying attention to foods and drinks, keeping away from unpacked foods, preference for milk, ayran, and natural fruit juice instead of fizzy drinks, consuming snacks less, having home-made natural foods and fresh fruits in the lunch box were incorporated under the title Using the Resources Effectively-Being a Conscientious Consumer. As for the fact that well-balanced and regular eating skills and nutrition are essential needs, they were included in Promotion of Safety and Protection and Protecting the Health skill. The fact that nutrition-related skills were under the title "Using the Resources Effectively" is significant in terms of using the nutritional resources effectively and appropriately and emphasizing the consumability of the food resources. The necessity of a balanced and regular nutrition for protecting the health, for which nutrition is an essential life need, was incorporated in Maintaining Safety and Protection- skill may be considered as an opportunity for creating the interaction between nutrition and health among children. It was also determined that, in the Life Science syllabus, the use of necessary tools and materials for nutrition were included as one of the personal characteristics to equip the students with-- socialization. It was determined that food and nutrition-related acquisitions in the Life Science curriculum were related to different disciplines.It was documented that the course acquisitions in the curriculum corresponded to Health Culture Acquisitions and Guidance and Psychological Counseling Acquisitions as sub-discipline acquisitions. In the program it was also determined that three health culture acquisitions were incorporated: explaining the significance of nutrition for growth and health, acquiring regular nutrition habits, paying attention to a balanced diet. Within Guidance and Psychological Counseling Acquisitions developing daily life skills (hygiene, nutrition, address, and telephone) were ascertained. Another finding was that in the Life Science program, food and nutrition related acquisitions were included. These were "understands that such changes are natural by comparing and contrasting the foods and drinks, the games and toys consumed as a baby and infant; consumes natural and healthy products for a balanced and regular nutrition; investigates why a balanced and regular nutrition is necessary and explains the relationship between healthy growth and development, personal care, sports, balanced and regular nutrition. Complies with hygiene and etiquette rules in the nutrition hour, investigates how the living things are fed, discriminates between what to do before and after the food hour and exhibits behaviors appropriate to etiquette, investigates and tells why it is necessary to feed in a balanced and regular fashion, explains the relationship between healthy growth and development, personal care, sports, and balanced and regular nutrition, explains the reasons for the etiquette rules to be obeyed”. Examples in which the food and nutrition acquisitions in the curriculum were related to other science fields were observed. The acquisition of "Understands the freezing, boiling, melting, vaporization events by observing how the elderly cook in the kitchen" was an example of a family-included activity while the acquisition of "investigates the differences in the nutrition, clothing and play styles of children from different countries" can be given as an example of Life Science related acquisition. It was understood that the acquisitions in the program were reinforced by means of activities like "Bon Appetite, What's up in the Kitchen?, We Should ... and We shouldn't ..., I Have a Balanced Diet, The Food Game is on the Table, Peace for Countries, I'm Starving" and methods like music, games, visual arts, story, drama, physical education, research, interview, inviting an expert. An analysis of the document for the presence of food and nutrition related concepts showed that the nutrition concept was incorporated in School Anxiety theme in the first grade.In conclusion, it was determined that within the scope of themes like My School Anxiety, My Unique Home, Yesterday, Today and Tomorrow concepts, acquisitions, skills and activities were incorporated in 1st-3rd grade primary school curriculum. The fact that nutritionrelated themes were incorporated in the first years of the primary school curriculum is a significant step in terms of forming the foundations for nutrition education and nutrition literacy. It is thought that attracting shareholders' attention to the fact that food and nutrition-related skills, acquisitions and activities could be regarded as a significant opportunity for school-based nutrition education will be useful. In-service trainings may prove beneficial for class teachers in terms of increasing their knowledge on foods and nutrition related skills, acquisitions, activities and supporting theoretical knowledge with workshops in such trainings will contribute to the functionality of the education. In-service training which focuses on the necessity and methodology of developing students' nutritional knowledge, attitudes and behaviors may encourage class teachers about carrying out nutritional education, increase their interest and knowledge of nutrition related skills, acquisitions and activities in the primary school curriculum. In the in-set trainings the acquisitions and activities in the current programs could be considered and the theoretical knowledge could be supported with workshops, and different educational methods, practical exercises could be implemented. In the school age period, the nutrition related acquisitions and activities in the primary school 1-3rd grade Life Science curriculum must be monitored and developed in line with the scientific and technological advances and the related acquisitions must be incorporated in the curriculum supported by teacher-student-parent opinions so as to develop students' knowledge, attitudes and skills for a healthy nutrition. The present research is restricted to the 1st-3rd grade Life Science syllabus and guide and the future studies might investigate different courses, documents, and the curricula of different grades. In addition, research which investigates the applicability of food and nutrition-related acquisitions and activities, their appropriateness to the student's level, student and teacher opinions and general problems might be carried out.
Schools are the leading shareholders which present appropriate opportunities for equipping the students with healthy nutritional habits, promoting children's health in terms of food and nutrition contents, nutrition services, the personnel, peer interaction, school-based nutrition projects and policies. Nutrition, which is an area, related to science, health, nature, social and educational sciences, overlaps with the learning fields of the Life Science course a core course for the first three years of the primary school in Turkey. The determination of the current situation of food and nutrition related concepts, acquisitions and activities in the primary school curriculum are significant in terms of school and program-based nutrition education. For this reason, the aim of the present research is to analyze the current situation of primary school 1st-3rd Grade Life Science course curriculum in terms of correspondence with nutrition-related themes, course acquisitions, activity samples, sub-discipline acquisitions. The data source of the present research which adopted document analysis, a qualitative research design, comprises "T.R. Ministry of National Education Head Council of Education and Morality Primary School 1st, 2nd, and 3rd Grade Life Science Curriculum and Guide". The related document was scanned for food and nutrition terms determined as the units of analysis, and the words food, drink, health, consumer, and consumption were traced in order to make a more comprehensive screening; the current situation of the related concepts, themes, course acquisitions, and their correspondence with sub-discipline acquisitions were examined. As a result of the analysis, the obtained contents were transformed into tables according to class levels and themes. In the tables, the acquisitions and activity examples related with the analysis unit were presented, accompanied by direct quotations. According to the obtained findings, it was determined that in the Life Science curriculum, nutrition related skills were incorporated within the scope of Using the Resources Effectively and Promotion of Safety and Protection. The nutrition related skills of paying attention to foods and drinks, keeping away from unpacked foods, preference for milk, ayran, and natural fruit juice instead of fizzy drinks, consuming snacks less, having home-made natural foods and fresh fruits in the lunch box were incorporated under the title Using the Resources Effectively-Being a Conscientious Consumer. As for the fact that well-balanced and regular eating skills and nutrition are essential needs, they were included in Promotion of Safety and Protection and Protecting the Health skill. The fact that nutrition-related skills were under the title "Using the Resources Effectively" is significant in terms of using the nutritional resources effectively and appropriately and emphasizing the consumability of the food resources. The necessity of a balanced and regular nutrition for protecting the health, for which nutrition is an essential life need, was incorporated in Maintaining Safety and Protection- skill may be considered as an opportunity for creating the interaction between nutrition and health among children. It was also determined that, in the Life Science syllabus, the use of necessary tools and materials for nutrition were included as one of the personal characteristics to equip the students with-- socialization. It was determined that food and nutrition-related acquisitions in the Life Science curriculum were related to different disciplines.It was documented that the course acquisitions in the curriculum corresponded to Health Culture Acquisitions and Guidance and Psychological Counseling Acquisitions as sub-discipline acquisitions. In the program it was also determined that three health culture acquisitions were incorporated: explaining the significance of nutrition for growth and health, acquiring regular nutrition habits, paying attention to a balanced diet. Within Guidance and Psychological Counseling Acquisitions developing daily life skills (hygiene, nutrition, address, and telephone) were ascertained. Another finding was that in the Life Science program, food and nutrition related acquisitions were included. These were "understands that such changes are natural by comparing and contrasting the foods and drinks, the games and toys consumed as a baby and infant; consumes natural and healthy products for a balanced and regular nutrition; investigates why a balanced and regular nutrition is necessary and explains the relationship between healthy growth and development, personal care, sports, balanced and regular nutrition. Complies with hygiene and etiquette rules in the nutrition hour, investigates how the living things are fed, discriminates between what to do before and after the food hour and exhibits behaviors appropriate to etiquette, investigates and tells why it is necessary to feed in a balanced and regular fashion, explains the relationship between healthy growth and development, personal care, sports, and balanced and regular nutrition, explains the reasons for the etiquette rules to be obeyed”. Examples in which the food and nutrition acquisitions in the curriculum were related to other science fields were observed. The acquisition of "Understands the freezing, boiling, melting, vaporization events by observing how the elderly cook in the kitchen" was an example of a family-included activity while the acquisition of "investigates the differences in the nutrition, clothing and play styles of children from different countries" can be given as an example of Life Science related acquisition. It was understood that the acquisitions in the program were reinforced by means of activities like "Bon Appetite, What's up in the Kitchen?, We Should ... and We shouldn't ..., I Have a Balanced Diet, The Food Game is on the Table, Peace for Countries, I'm Starving" and methods like music, games, visual arts, story, drama, physical education, research, interview, inviting an expert. An analysis of the document for the presence of food and nutrition related concepts showed that the nutrition concept was incorporated in School Anxiety theme in the first grade.In conclusion, it was determined that within the scope of themes like My School Anxiety, My Unique Home, Yesterday, Today and Tomorrow concepts, acquisitions, skills and activities were incorporated in 1st-3rd grade primary school curriculum. The fact that nutritionrelated themes were incorporated in the first years of the primary school curriculum is a significant step in terms of forming the foundations for nutrition education and nutrition literacy. It is thought that attracting shareholders' attention to the fact that food and nutrition-related skills, acquisitions and activities could be regarded as a significant opportunity for school-based nutrition education will be useful. In-service trainings may prove beneficial for class teachers in terms of increasing their knowledge on foods and nutrition related skills, acquisitions, activities and supporting theoretical knowledge with workshops in such trainings will contribute to the functionality of the education. In-service training which focuses on the necessity and methodology of developing students' nutritional knowledge, attitudes and behaviors may encourage class teachers about carrying out nutritional education, increase their interest and knowledge of nutrition related skills, acquisitions and activities in the primary school curriculum. In the in-set trainings the acquisitions and activities in the current programs could be considered and the theoretical knowledge could be supported with workshops, and different educational methods, practical exercises could be implemented. In the school age period, the nutrition related acquisitions and activities in the primary school 1-3rd grade Life Science curriculum must be monitored and developed in line with the scientific and technological advances and the related acquisitions must be incorporated in the curriculum supported by teacher-student-parent opinions so as to develop students' knowledge, attitudes and skills for a healthy nutrition. The present research is restricted to the 1st-3rd grade Life Science syllabus and guide and the future studies might investigate different courses, documents, and the curricula of different grades. In addition, research which investigates the applicability of food and nutrition-related acquisitions and activities, their appropriateness to the student's level, student and teacher opinions and general problems might be carried out.
Açıklama
Anahtar Kelimeler
Hayat Bilgisi, Program, Kazanım, Etkinlik, Besin, Beslenme, Life Science, Curriculumon, Acquisition, Activity, Food, Nutrition
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
26
Künye
Aktaş, N., (2011). İlköğretim 1-3. Sınıf Hayat Bilgisi Ders Programının Besin ve Beslenme İle İlgili Kazanım ve Etkinlikler Açısından İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26, 23-31.
