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E93031
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營養資訊網路互動系統之學校教育與家庭教育研究:營養份量和個人設計
The Study on School Education and Family Education of Nutrition Informatics Network Interactive System-nutrition Portion Size and Person Design
1.朱瑩悅
1.Ying-yueh Chu
1.中國文化大學食品營養系
1.Department of Food and Nutrition, Chinese Culture University
001,002,003,004
1.中國文化大學食品營養系
1.Department of Food and Nutrition, Chinese Culture University
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2003-08-01
A.14 計畫執行期間(訖):2005-07-31
2004-02-012004-06-302004-10-012005-03-31
A.16 收到日期:2005-11-01
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在國民小學階段已接受四年的健康與體育學習領域的國小五年級學童

1

第一年:90 第二年:124


90
004
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C.2 聯絡日期:2005-11-04
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1.中國文化大學食品營養系
1.Department of Food and Nutrition, Chinese Culture University
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C.7 資料公開日期:2007-08-01
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008
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001,006
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1.均衡飲食
2.家長參與
3.資訊網
4.學校教育
1.Balanced Diet
2.Informatic Network
3.Parent Participation
4.School Education
本研究目的以圖像示範營養教育資訊網 (資訊網)和配合家長參與,介入國小五年級學童健康與體育課程,探討學童營養知識、六大類食物日需量、份量認知、飲食行為、飲食習慣以及飲食態度等變項。 研究分四組:家長參與之資訊網組(IP)、資訊網組(I)、家長參與之控制組(CP)、控制組(C)。進行前測、後測與後後測之問卷測試。成對t 檢定之結果顯示,IP、I之後測與後後測各變項均顯著高於前測,即表示此資訊網介入對學童有即時的學習成效,且後測與後後測得分,沒有顯著差異,可知資訊 網介入對學童有11週的延伸效果;而IP、CP之後測、後後測各變項亦均顯著高於前測,即表示家長參與對學童有即時的學習成效,且後測與後後測得分,亦無 顯著差異,可知家長參與對學童有11週的延伸效果,而控制組之前測、後測與後後測均無顯著差異。獨立t檢定結果,IP後測與後後測之各變項得分,均顯著較 CP組高(p<.001);而I後測與後後測之各變項得分,亦均顯著較C組高(p<.001),即資訊網介入教學可提升均衡飲食知識、行為、 態度。IP後測與後後測之各變項得分,均顯著較I高(p<.001);而CP後測與後後測之各變項得分,亦均顯著較C高(p<.001),即 家長參與有助於均衡飲食知識、行為、態度的提升。獨立樣本二因子異變數分析顯示,家長參與和資訊網介入教學二因子在飲食行為、飲食習慣與飲食態度有顯著的 交互作用影響與個別因子的主要效果。家長參與和資訊網的學習資源介入,以養成學童均衡飲食行為。

The purpose of this study was to introduce Graphic Presentation Nutrition Education Informatics Network (informatics network) with parent participation (PP) to 5th grade students in their Health and Physical Education curriculum. The questionnaires of nutrition knowledge, daily quantity of six-category food, portion size recognition, dietary behavior, dietary habit and dietary attitude were taken for pretest, posttest and follow-up tests. The students were divided into four groups: Informatics network group with parent participation (IP), informatics network group (I), control with group parent participation (CP) and control group (C). The paired-t-test results showed that each of variance score from posttest and follow-up tests of IP and I were significantly higher those each from pretest, respectively. The result indicated that students had instant learning effect by informatics network intervention (INI). Furthermore, there was no significance between the results of the posttest and follow-up tests. The result means that the learning effect of IP and I students extends for 11 weeks by informatics network intervention (INI). Similarly, the results of the posttest and follow-up tests of IP and CP were significantly higher than those from pretest. The result indicated that students had instant learning effect by PP. Furthermore, there was no significance between the results of the posttest and follow-up tests. The result means that the learning effect of IP and I students extends for 11 weeks by PP. However, there was no significance among the results of the pretest, posttest and follow-up tests in C. The independent-samples t test results showed that each of variance score from posttest and follow-up tests of IP were significantly higher than that of CP, and the results of I were also significantly higher than C. Similarly, the results of independent-samples t test also showed that score from posttest and follow-up tests of IP were significantly higher than that of I, and the results of CP were significantly higher than C as well.

D.16 完成檢誤日期:2007-03-12
D.17 預定釋出日期:2007-08-01
D.18 初次釋出日期:2007-08-17
D.19_1 最新版釋出日期:2007-08-17
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10.6141/TW-SRDA-E93031-1
追蹤清單
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