Students Development of Food and Health-Related Action Competence - Upscaling LOMA Project

Dorte Ruge, Morten Kromann Nielsen, Kirsten Jensen, Rikke Vingaard Thrane

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Abstract

This abstract takes its point of departure in the following researchquestion: 'How does the LOMA approach contribute to student's health education and learning in a 'Visible Learning' perspective, when it is upscaled to five more schools ?' The objective of the proposal is to present the second generation of LOMA-local food project and the protocol for evaluation. The first generation LOMA project consisted of a combined development- and research project (2011-2014). Due to financial support from the Nordea-foundation, upscaling to five more schools during 2015-2017has now facilitated the LOMA II project. This project is conducted in collaboration between University College Lillebelt, the Municipality of Svendborg and the participating five schools (app. 2000 students in total). The theoretical framework is based on contemporary theories of learning (Hattie 2009; Illeris 2003) and theories from Health Promoting Schools (Simovska and Jensen 2005). In addition, theories from foodscape studies (Brembeck 2009) and childhood studies are included in the interdisciplinary research framework. Social learning constitutes the core of the intervention, that encompass participation from both teachers, pedagogs and students (8-15 years) and teacher-students. It is expected, that LOMA II will contribute to students' development of components of food and healt-related action competence as learning outcomes. Among these are knowledge, insight, skills, motivation, ownership and critical thinking. Moreover, based on preliminary results from LOMA I project, there are indications, that students at the whole school develop healthier eating habits and experience comensality, Sense of Coherence and QOL, when they participate in LOMA educational activities. The evaluation of LOMA II will apply a mixed methods design, that facilitates a 'realist' (Pawson and Tilley 1998; Carlsson and Simovska 2012) approach to data collection and analysis. Apart from more mainstream methods of measurement, action research strategies (Checkland 2000) will be applied at certain stages of the evaluation, e.g. during pilot-projets and in relation to students participation in the 'mid-term-seminar' of the project in 2016. Additional results from LOMA I indicate, that social innovation was an outcome (Ruge and Mikkelsen 2013). This was regarded as especially caused by the establishment of educational local links between school, local producers and food communities. All project activities in LOMA I and LOMA II has been facilitated by 'community of practices' (Wenger 2000), that aim at promoting health, learning and sustainable development. The authors regard these activities to be of interest for a broader internatioal audience as these challenges are not restricted to Danish conditions. However, feed-back from conference participants would be considered as a valuable contribution the the further development of LOMA II. Method The theoretical framework is based on contemporary theories of learning (Hattie 2009; Illeris 2003) and theories from Health Promoting Schools (Simovska and Jensen 2005). In addition, theories from foodscape studies (Brembeck 2009) childhood studies and ecological public health (Rayner and Lang 2013) are included in the interdisciplinary research framework. Social learning constitutes the core of the intervention, that encompass participation from both teachers, pedagogs and students (8-15 years) and teacher-students.The evaluation of LOMA II will apply a mixed methods design, that facilitates a 'realist' (Pawson and Tilley 1998; Carlsson and Simovska 2012) approach to data collection and analysis. Apart from more mainstream methods of measurement, action research strategies (Checkland 2000) will be applied at certain stages of the evaluation, e.g. during pilot-projets and in relation to students participation in the 'mid-term-seminar' of the project in 2016. Expected Outcomes It is expected, that LOMA II will contribute to students' development of components of food and healt-related action competence as learning outcomes. Among these are knowledge, insight, skills, motivation, ownership and critical thinking. Moreover, based on preliminary results from LOMA I project, there are indications, that students at the whole school may develop healthier eating habits and experience comensality, Sense of Coherence and QOL, when they participate in LOMA educational activities. References Brembeck, H. (2009). Children’s ‘Becoming’ in Frontiering Foodscapes. In James, A., Kjørholt, A. T., & Tingstad, V. . Children, food and identity in everyday life. Basingstoke, UK:Palgrave Macmillian. Checkland, P. (2000). Systems thinking, systems practice. J Operational Research Society, 51 (5), 647. Hattie, J. (2009), “Visible learning - a synthesis of over 800 meta-analysis”, Routledge Illeris, K. (2003). Learning, Identity and Self-orientation in Youth. Young, 11(4), 357-376. Jensen, B. B., and Simovska, V. (2005), “Involving students in learning and health promotion processes-clarifying why? what? and how?”, Promotion & Education, 12(3-4), 150. Sage Publications. Langford, R., Bonell, C. P., Jones, H. E., Pouliou, T., Murphy, S. M., Waters, E., Campbell, R. (2014), “The WHO health promoting school framework for improving the health and well-being of students and their academic achievement”, Cochrane Database of Systematic Reviews, 4, Wiley Online Library. Pawson R., Tilley N., (1998) Caring communities, paradigm polemics, design debates. Evaluation, 4 (1), 73-90. Rayner, G. and Lang, T (2013). Ecological Public Health: Reshaping the conditions for good health. Routledge. Ruge, D., and Mikkelsen, B. E. (2013), “Local public food strategies as a social innovation: Early insights from the LOMA-Nymarkskolen case study”, Acta Agriculturae Scandinavica, Section B–Soil & Plant Science, 63(sup1), 56-65. Taylor & Francis. SHE Network (2013), “Terms of reference. Ratified at the SHE assembly meeting in Odense 2013”, Available at: http://www.schools-for-health.eu/uploads/files/Terms%20of%20reference%20SHE%20network%20version%201_2(2).pdf (accessed 22 April 2014).
Original languageEnglish
Publication date9 Sept 2015
Publication statusPublished - 9 Sept 2015
EventEuropean Conference on Educational Research: Education and Transition. Contributions from Educational Research - Corvinus University, Budapest, Hungary
Duration: 7 Sept 201511 Sept 2015

Conference

ConferenceEuropean Conference on Educational Research
LocationCorvinus University
Country/TerritoryHungary
CityBudapest
Period07/09/1511/09/15

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