월드카페와 브레인라이팅을 활용한 영양교육이 초등학생의 채소 섭취에 대한 자아효능감과 태도에 미치는 효과

The Effect of Nutrition Education Using World Cafe and Brain Writing on Self-efficacy and Attitude toward Vegetable Intake of Elementary School Students

This study was conducted to develop nutrition education using world cafe and brain writing and to investigate the effects of self-efficacy and attitudes toward vegetable intake among elementary school students. Nutrition education was implemented for sixth-graders in elementary school (45 children in the education group, 50 in the control group). Self-efficacy and attitudes toward vegetable intake of elementary school students were compared between the groups before and after the educational intervention. A personal activity sheet and a group activity sheet for nutrition education were developed. A personal activity sheet included vegetable bingo (one-line bingo), vegetable intake assessment, and a pledge to increase vegetable intake (1-min paper). A group activity sheet was developed based on the concept of world cafe and brain writing to improve creative thinking, information processing and communication skills. The nutrition education, which was developed as nine steps based on the concept of world cafe and brain writing, was implemented with the education group. After the nutrition education, children in the education group demonstrated significant improvements in self-efficacy and attitudes toward vegetable intake compared with children in the control group. The nutrition education using world cafe and brain writing developed in this study is expected to be applied to various nutrition education topics.