The Influence of Cognition, Attitude and Behavior in Green Diet of Food Education Curriculum: A Case Study of a Junior High School in Tainan City

• Main Authors: TSAI,HSIANG-YEN, 蔡享言
• Other Authors: LIN,FENG-CHEN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/cxqbx2

碩士 === 長榮大學 === 管理學院經營管理碩士班 === 107 === The purpose of this study is to investigate the influence of the food education curriculum on cognition, attitudes, and behaviors in green diet, with a junior high school in Tainan City taken as an example. The Google Forms were used and the number of valid questionnaires was 28 in the experimental group and 29 in the control group. Qualitative analysis was made to prove the relevant effects of the food education curriculum. The study is designed to consist of eighth-grade class with a food education curriculum as the experimental group, and a class without a food education curriculum as the control group. The basic variables are gender, parental education, parental occupation, and descriptive statistics are used to analyze the number of persons and percentage as the basic variables. The independent sample t-test is used to analyze whether there is a significant difference between the two groups of students in the cognition, attitude, behavior and curriculum satisfaction of the green diet; analyze whether there is a significant difference in the influence on the cognition, attitude, behavior and curriculum satisfaction. The study finds that, before the implementation of the food education curriculum, the three aspects (cognition, attitude, and behavior) of the experimental group and the control group were not significant. After the implementation of the food education curriculum, the four aspects (cognition, attitude, behavior, and curriculum satisfaction) in both groups were significant. It can be seen that the food education curriculum enhances the cognition, attitude, behavior, and curriculum satisfaction score of green diet. The influence of the basic variable - gender on the four aspects (cognition, attitude, behavior, and curriculum satisfaction) was not significant, meaning that food education curriculum was the same for the participation and feelings of boys and girls. By the qualitative analysis, the following conclusions are drawn: 1. In the market, the processed food is less healthy and the seasonal food is the most nutritious. 2. In the supermarket, the attention should be paid to the product label to know its information including the source with a good choice of low-calorie fruits and vegetables. 3. In the organic food shop, various healthy foods are offered to obtain good health and fitness. 4. It is really hard for farmers to grow vegetables, and I can teach you how to choose vegetables and fruits so as to support farmers and their livelihoods. 5. The green diet is self-prepared and the food self-sufficiency rate is raised with eating more vegetables and self-planting lettuce and using good oil. 6. We all know that the meal in the dish and food is produced with hard work, so we should cherish the food instead of wasting it and always remember that the farmer is our teacher. In the nine-year curriculum, the cognition, attitude, and behavior are as the evaluation indicators. The new curriculum is quality - oriented. The food education integrated into household education curriculum is a feasible direction.