系统思维和饮食学中的可持续食品系统教育:对董事的调查
Erin E Bergquist1, Lyndi Buckingham-Schutt2, Christina Gayer Campbell2
1Department of Agricultural Education and Studies, Iowa State University, Ames, Iowa; Department of Food Science and Human Nutrition, Iowa State University, Ames, Iowa.
Journal of the Academy of Nutrition and Dietetics
|July 4, 2024
概括
营养和饮食学课程显示了高的系统思维 (ST) 成绩,但ST教学不一致. 加强资源和认证对齐可以改善可持续,弹性和健康的食品和水系统 (SRHFWS) 的教学.
科学领域:
- 营养和营养学教育教育教育营养和营养学
- 可持续性科学 可持续性科学
- 系统思维应用程序应用程序
背景情况:
- 推系统思维,但不是强制性的教学食品和水系统的可持续性在营养和饮食学.
- 营养和饮食学项目在整合复杂的可持续性概念方面面临着挑战.
研究的目的:
- 研究系统思维 (ST) 在营养和饮食学课程中的整合.
- 检查项目主管的实践,价值观,态度和对教学可持续性,弹性和健康食品和水系统 (SRHFWS) 的信心.
- 探索ST,SRHFWS教学,信心和经验之间的关系.
主要方法:
- 使用验证的系统思维尺度和研究人员设计的调查进行描述性研究设计.
- 在线调查分发给了611名营养与营养学教育认证委员会计划主任,有163个回复 (比例为27%).
- 描述性和推断性统计,包括ANOVA和线性回归,用于数据分析.
主要成果:
- 77%的项目主管在系统思维量表上得分很高;超过85%的人认为ST在饮食学中很重要.
- 只有32.1%的人报告教学ST,SRHFWS主题的覆盖范围不一致.
- 对SRHFWS的经济和环境方面的教学信心最低;对相关资源的认识很低.
结论:
- 整合ST为解决营养和饮食教育中的复杂性提供了机会.
- 在SRHFWS的感知重要性和其实际计划覆盖范围之间存在差距.
- 需要提高对资源的认识,并更好地调整认证标准,以加强对可持续性教育的ST整合.
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