Abstract
In this exploratory study, a sample of 20 four-year-olds took part in structured interviews in order to assess their biological knowledge of how the human body processes a food that they perceived to be fattening. There were two main outcomes to the study. First, the sample demonstrated knowledge of the digestive processes of ingestion, digestion/distribution and terminal digestive events that was broadly analogous to previous studies, and included a number of misconceptions. A minority of children could apply biological reasoning to make holistic sense of a series of linked, abstract physiological events. Data also revealed that young learners’ models of distribution of food away from the gut might be more sophisticated than previously reported, although none of the sample could provide any mechanism for distribution. Second, data were analysed quantitatively to give performance scores which were compared with children’s standardised body mass indices. Children of healthy weight displayed more accurate scientific knowledge of digestive processes than their overweight peers at statistically significant levels. Specifically, the healthy weight children had attained a more holistic understanding of these processes. This potentially has consequences for early years biology education since findings indicate, at a tentative level, that young, overweight children could be considered as having a distinctive special educational need. We propose that there may be a possible way forward for addressing the issues of overweight and obesity in young children by improving their understanding of digestive processes. These outcomes are aligned with calls in the literature for school science education to become more focused on aspects of scientific literacy such as health education. Further studies are recommended using larger samples from more diverse populations.
Highlights
It is well established that obesity imposes serious risks on a range of health outcomes (World Health Organisation 2017)
The study helps to address a current deficit in the literature by exploring in some detail preschoolers’ ideas of what they think happens to an ingested unhealthy food coupled with an examination of whether these concepts are linked with their body mass index (BMI)
Data in this sub-section are divided into the three aforementioned categories of digestive physiology and reflect the responses of the sample of 20 children as a whole, regardless of BMI differences
Summary
It is well established that obesity imposes serious risks on a range of health outcomes (World Health Organisation 2017). Arnold 2018; Azevedo and Duarte 2018; Bybee 2012; Byrne and Grace 2018; Crowell and Schunn 2016; Ozbas and Kilinc 2015; Reiss 2015; Zeyer and Dillon 2014) Combined with these are efforts to survey school pupils’ ideas of specific health education concepts and create effective interventions Participants’ biological knowledge of how the human body processes food has not previously been assessed in these contexts (Mikkelsen et al 2014) These data act as a precursor for the study’s second facet, an investigation of links between these concepts and children’s own body development, whether their weight is within healthy or unhealthy limits
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
