Abstract
Summary High school students were taught for two weeks using games and discovery learning. Nutrition knowledge, assessed by pre-and post-test scores, improved significantly. Attitudes, measured by opinionnaire and anonymous letters solicited by the instructor, showed that many students had positive feelings toward learning nutrition; 62% in the post-measure felt that nutrition is an exciting subject to study. Student food preferences were evaluated but did not show statistically significant changes. Among the tentative conclusions of the experimental program was that high school students can be interested in learning if appropriately varied teaching techniques are used.
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