Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Effectiveness of nutrition education in Dutch primary schools
Fries, M.C.E. - \ 2016
University. Promotor(en): Pieter van 't Veer; Kees de Graaf, co-promotor(en): Annemien Haveman-Nies. - Wageningen : Wageningen University - ISBN 9789462576537 - 169 p.
schools - elementary schools - primary education - dietetic education - taste - education - vegetables - psychosocial aspects - food consumption - scholen - basisscholen - primair onderwijs - voedingsonderwijs - smaak - onderwijs - groenten - psychosociale aspecten - voedselconsumptie

“Nutrition education in Dutch primary schools”

School-based nutrition education programmes have increasingly been used to teach children about nutrition and to provide them with the skills to make healthy food choices. As these programmes differ in content and delivery, it is hard to identify what intervention components and implementation conditions are most effective. Furthermore, as nutrition education is not mandatory in the Netherlands, it is not clear what effects can be achieved with nutrition education in Dutch primary schools. In this thesis therefore two versions of Taste Lessons were evaluated. Taste Lessons is a practice-driven school-based nutrition education programme on taste development, healthy nutrition, and food quality. The programme was evaluated on its aims to increase children’s interest in food, and their knowledge and skills regarding healthy and conscious eating behaviour. Furthermore, the influence of adding experiential learning activities and implementation factors on effectiveness are addressed.

The first evaluation showed that partial implementation of the 10-12 lessons of Taste Lessons (first version) by the teachers during one school year resulted in small increases in psychosocial determinants of healthy eating behaviour. The highest increase was observed in children’s knowledge, which still persisted six months after the programme.

A second evaluation was conducted with the aim to compare effectiveness of the revised and shorter version of Taste Lessons with and without additional experiential learning activities on change in (psychosocial determinants of) vegetable consumption and willingness to taste unfamiliar vegetables. Results from this second study showed that, with almost complete implementation of the five lessons of Taste Lessons by the teachers during a couple of weeks, similar results as the first effect evaluation. Again with knowledge as the strongest intervention effect. Additional experiential learning activities, such as an extended cooking lesson with a dietician and the parents, an excursion to a grower and a supermarket assignment with the parents, showed more and stronger increases in several psychosocial determinants of vegetable consumption than Taste Lessons without these additional activities. No significant intervention effects were found on children’s willingness to taste unfamiliar vegetables during a taste test, and also not on their daily vegetable consumption and food neophobia.

Analyses on process indicators in both studies revealed that teachers and children highly liked Taste Lessons and that children most liked the experiential learning activities. Furthermore, children’s programme appreciation and interpersonal communication about the programme activities after the lessons were found to be positively associated with their change in psychosocial determinants.

In conclusion, evaluation of Taste Lessons showed an increase in children’s knowledge and several other psychosocial determinants of eating behaviour. Implementation of (additional) experiential learning methods in school-based nutrition education is likely to enhance the intervention’s effectiveness, as children mostly liked these activities and children’s enthusiasm was the strongest predictor of effectiveness. No effects were found on children’s vegetable consumption. To achieve behavioural change, school-based nutrition education should be complemented with a consistent set of changes in children’s environment.

Inquiry-based science teasching competence of pre-service primary teachers
Alake-Tuenter, E. - \ 2014
University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Hilde Tobi. - Wageningen : Wageningen University - ISBN 9789462570016 - 192
lerarenopleiding - onderwijzen - wetenschap - primair onderwijs - basisonderwijs - bevoegdheden - vakbekwaamheid - didactiek - onderwijsmethoden - nederland - teacher training - teaching - science - primary education - elementary education - competences - professional competence - didactics - teaching methods - netherlands
In recent years, improving primary science education has received considerable attention. In particular, researchers and policymakers advocate the use of inquiry-based science teaching and learning, believing that pupils learn best through direct personal experience and by incorporating new information into their existing knowledge base. Therefore, corresponding educational paradigms have shifted from merely reproducing knowledge to asking scientifically oriented questions and searching for evidence when responding to those questions. This approach is considered to be the starting point for motivating pupils to apply research skills, construct meaning, and acquire scientific knowledge. Teachers’ competencies are essential for increasing pupils’ learning and for stimulating their interest in science. Research has indicated that primary school teachers find it difficult to become effective inquiry-based science teachers because they often lack key knowledge regarding how science inquiry works and—in particular—how to implement inquiry-based teaching in their classrooms (Lee, Hart, Cuevas & Enders, 2004; Van Zee et al., 2005; McDonald, 2009). In the absence of these key competencies, qualitatively poor or insufficient guidance and insufficient feedback could be received during the discovery process. High-quality teacher education that yields competent teachers is the foundation of any system of formal education. However, the Netherlands lacks a recent formal agreement between professionals regarding the competencies that teachers need in order to teach inquiry-based primary science. In light of this issue, this thesis has two key aims. The first aim is to clarify which competencies are needed in order to teach inquiry-based primary science. The second aim is to determine how various components of science-teaching competence are related. The first aim was achieved by performing a literature study and a Delphi study, and the second aim was achieved by performing empirical studies using a knowledge test, a list of attitude questions, and a case-based questionnaire designed to assess Pedagogical Content Knowledge (PCK).
VVE in de agrarische kinderopvang - Haalbaarheidsstudie
Salokory, M. ; Jong, D. de; Poelarends, J.J. - \ 2013
EduKien (PPS Multifunctionele Landbouw ) - 60
natuur- en milieueducatie - kinderverzorging - multifunctionele landbouw - primair onderwijs - nature and environmental education - child care - multifunctional agriculture - primary education
Deze Haalbaarheidsstudie VVE bestaat uit een theoretische verkenning en een enquête onder agrarische kinderopvang organisaties. Het is een onderdeel van project ‘Agrarische Kinderopvang’ binnen het kader van de PPS Multifunctionele Landbouw. Dit onderzoeksprogramma wordt uitgevoerd door onderdelen van Wageningen UR. Doel is om te onderzoeken of voor- en vroegschoolse educatie (VVE) te koppelen is aan het bestaande pedagogisch beleid van de agrarische kinderopvang en waar de kansen liggen om de doorlopende leerlijn te versterken. Het resultaat dient ter onderbouwing van het besluit om wel of niet over te gaan op de invoering van VVE. Ondernemers met agrarische kinderopvang zijn zich al enige tijd aan het verdiepen in de voor- en nadelen van VVE. Ter onderbouwing van de keuze is een theoretische verkenning uitgevoerd.
Toen ik er meer over ging weten werd het leuk : onderzoek naar de meerwaarde van het educatieve natuurbelevingsprogramma 'NatuurWijs' in vergelijking met regulier onderwijs
Waal, M.E. van der; Hovinga, D. ; Wals, A.E.J. ; Koppen, C.S.A. van - \ 2012
Wageningen : Wageningen Universiteit - 118
kinderen - landschapsbeleving - primair onderwijs - natuur- en milieueducatie - natuurgebieden - children - landscape experience - primary education - nature and environmental education - natural areas
Het belang van ‘natuur’ en ‘natuurervaringen’ in de opvoeding en ontwikkeling van kinderen staat eigenlijk nauwelijks ter discussie, hooguit is er onenigheid over de prioriteit ervan. Zonder overdrijven kan gesteld worden dat er in Nederland, maar ook zeker elders in de wereld, al ruim 100 jaar aandacht is voor het leren over, in, met en vóór natuur. Een belangrijke vraag is nu op welke wijze - wanneer de mogelijkheid zich dan toch voordoet op scholen - kinderen het beste in contact kunnen komen met natuur? Welke werkwijzen zijn dan het meest effectief? Verondersteld wordt dat een zogenaamde ‘diepe’ ervaring - waarbij het kind alle zintuigen gebruikend de natuur spelenderwijs en ontdekkend op intieme wijze leert kennen - het meeste effect zal hebben.
NatuurWijs in de toekomst : verkenning van de haalbaarheid van uitvoering door vrijwilligers en van opschaling naar Nationale Parken
Boer, T.A. de; Langers, F. - \ 2011
Wageningen : Wageningen UR, Wetenschapswinkel (Rapport / Wageningen UR, Wetenschapswinkel 283) - ISBN 9789085857396 - 54
natuur- en milieueducatie - jeugd - primair onderwijs - vrijwilligers - nationale parken - inventarisaties - nature and environmental education - youth - primary education - volunteers - national parks - inventories
Eind 2010 kwam er een vraag van het Nationaal Park Utrechtse Heuvelrug om een training NatuurWijs te geven aan NME-vrijwilligers werkzaam in het park. Men wilde een overkoepelend educatieprogramma laten uitvoeren door alle vrijwilligersorganisaties verbonden aan het park. Hier waren twee nieuwe ingrediënten waar NatuurWijs nog geen ervaring mee had, namelijk werken met een Nationaal Park en werken met vrijwilligers. Per 1 januari 2012 zal de Stichting NatuurWijs van start gaan. Verwacht wordt dat NatuurWijs zich meer op locaties gaat richten dichtbij scholen zoals nu al het geval is in Noord-Brabant en het Nationaal Park Utrechtse Heuvelrug
The combat for gender equality in education : rural livelihood pathways in the context of HIV/AIDS
Kakuru, D. - \ 2006
University. Promotor(en): Martin Mulder, co-promotor(en): Margreet van der Burg; Arjen Wals. - [S.l.] : S.n. - ISBN 9085045096 - 235
primair onderwijs - gezondheidseducatie - man-vrouwrelaties - platteland - afrika - acquired immune deficiency syndrome - hiv-infecties - plattelandsgemeenschappen - uganda - geslacht (gender) - gelijke behandeling van de vrouw - primary education - health education - hiv infections - gender relations - rural communities - rural areas - africa - gender - female equality
Wij willen smaaklessen : voorstel voor de implementatie van het programma Smaaklessen in het basisonderwijs
Vrijhof, C.T. ; Meester, H.J. ; Naber, P.M. - \ 2005
Utrecht : InnovatieNetwerk Groene Ruimte en Agrocluster (Rapport / InnovatieNetwerk Groene Ruimte en Agrocluster : Serie achtergrondrapporten ) - ISBN 9050592856 - 57
smaak - voedselvoorkeuren - voedingseducatie - scholen - primair onderwijs - lesmaterialen - innovaties - smaaklessen - taste - food preferences - nutrition education - schools - primary education - teaching materials - innovations - tasting lessons
Smaaklessen© is zinnenprikkelend, speels en praktisch onderwijs over voeding en voedsel voor jongeren. Door het proeven, ruiken, voelen, zien en horen – ofwel het ervaren van eten –leren jongeren dat eten leuk en interessant is.
Sustaining innovations : schools, institutions and linkages in the Cuzco region, Peru
ChavezTafur, J. - \ 1998
Agricultural University. Promotor(en): W. van den Bor. - S.l. : ChavezTafur - ISBN 9789054859703 - 203
agrarisch onderwijs - onderwijsvernieuwing - onderwijshervorming - duurzaamheid (sustainability) - overheidsbeleid - onderwijsplanning - onderwijsbeleid - primair onderwijs - basisonderwijs - particuliere organisaties - plattelandsgemeenschappen - peru - agricultural education - educational innovation - educational reform - sustainability - government policy - educational planning - educational policy - primary education - elementary education - private organizations - rural communities
<p>This thesis is about linkages between the different institutions operating in the rural areas and the contributions these linkages provide. Numerous activities are found taking place in the rural areas of Peru. Many are the result of a specific intervention, designed and implemented towards the improvement of a given situation. This research concentrated on the interventions around education, considering both formal and non-formal education. It looked, in particular, at the innovations in each case.</p><p>The purpose of this research was to determine the possibilities for sustainability which the different educational innovations have, considering basic rural education as one of the main input factors for development. In short, this study intended to explore to what extent linkages and interrelations between the different institutions in the field can contribute to sustained educational innovations. Consequently, the following research questions were formulated:</p><OL><LI>What are the critical factors influencing the sustainability of innovations within (a) basic formal education in the rural areas and (b) NGO-initiated non-formal educational interventions?<LI>What are the reasons which determine the establishment or non-establishment of linkages?<LI>What are the (potential) contributions of linkages to interventions and to the resulting innovations in education?</OL><p>Different theories on education and development were considered, as well as various concepts on sustainability and on linkages. In particular, research drew upon the knowledge systems approach as the necessary analytical tool for looking at the advantages emerging from the establishment of linkages. This proved useful for looking at the actors and institutions in the field, and specifically for looking at their interactions. A difference was found however between the institutions considered in the literature and those in the field. No research institutions were found directly involved, while the (primary) schools were seen in every location, related in many ways to agriculture and general life in the community. This proved the need for a wider outlook.</p><p>Research followed a qualitative approach. The purpose was thus not to produce generalizations, but rather in depth understandings. A combination of different research instruments was used in order to cover the research questions: literature reviews, semi-structured and unstructured interviews, observations (in particular 'participant observation') and group discussions.</p><p>Four different locations were chosen, in two provinces in the southern highlands of Peru: Urubamba and Acomayo. Each of these locations is witness to different intervention projects. Two groups of projects were chosen: those oriented at improving the provision of formal education in rural primary schools, and the general set of activities resulting from the presence of an NGO (non-formal education). These projects involve different actors and institutions: the <em>Ministerio de Educación</em> , the local education authorities, the <em>Asociaciones de Padres de Familia</em> (parents associations), the school staff, the NGOs, the extension workers and the beneficiaries.</p><p>It was observed that projects, or the specific activities within each project, last for a limited period of time. Results are seldom sustained after the project is finished. Different factors were identified behind this lack of sustainability, running from a poor definition of roles and responsibilities to a general lack of interest or motivation. All these factors are summarized in one: management. This refers to management during the intervention itself, as well as management after the project is finished.</p><p>All institutions and interviewees showed interest in sustainability. However, this is not easily translated into their day-to-day activities. Besides, the 'sustainability of educational innovations' showed various meanings. These meanings range from a continuous supply of goods and services to a continuous response to changes. Even if all opinions share an interest in an ongoing existence or persistence, the differences emerge when considering what exactly is to persist, and how.</p><p>Linkages between the different institutions were observed in the field. These showed different attributes and different functions. Still, considering the large number of institutions and activities taking place, these linkages are not many. Several factors were recognized behind this lack of linkages: from the difference in aims and objectives to an apparent competition between these institutions (e.g. competition to see which one reaches a greater section of the population). These factors were observed limiting the emergence of new linkages, as well as influencing the performance of those already existing.</p><p>The establishment of linkages is limited by the characteristics of each of the institutions surveyed. But each institution also shows positive factors, such as the accumulated experience in NGOs, their capacity to canalize resources, the permanent presence of schools in a given area or the local authority present in the municipalities. Implementation of further linkages is then to be based on these positive attributes. And it is facilitated by an adequate provision of resources (money and in particular time), a common objective between the institutions being linked, and the pressure exerted by a 'higher authority'.</p><p>The need for a certain leadership showed how important it is to establish linkages with the authorities. This confirmed previous studies which showed the importance of establishing linkages between the public and the non-governmental sectors. However, and despite the 'recovery' of the State in Peru, it is not easy to determine where 'the State' is in the rural areas. Thus the need to consider the local authorities. It became clear that district municipalities can effectively assume the role of managers and contribute to attaining specific advantages.</p><p>Fieldwork showed that the existence of linkages does provide specific benefits to the different educational activities. This positive contribution was recognized by the different actors, who mentioned existing and potential advantages. These advantages were summarized as:</p><UL><LI>a greater provision of materials, resources or facilities;<LI>a better distribution of all activities taking place (coordination); and<LI>greater possibilities for reaching the long term objectives (by reaching out to additional target groups and improving the interventions).</UL><p>The contribution of linkages to sustainability was the main motivation behind this research. Even though it was not explicitly formulated in the field, the findings showed that the sustainability of the different educational interventions can be enhanced with greater linkages. Linkages can provide resources or facilities. They can lead to a greater participation of the various groups of the population, something which in turn leads to a better selection of the activities which define an intervention. Similarly, this can lead to a better distribution of roles and responsibilities. These are all conditions which determine that the result of an intervention is sustained in time.</p><p>An additional issue arising from this research was the difference between an innovation product and a process. Research showed that most interventions see an innovation as the final product which results from the intervention itself. An innovation process is not frequently sought, and facilitation towards this process does not take place. However, an innovation process always occurs: the final product is modified and adapted, both within the formal and the non-formal activities. The product is therefore the starting point of a process, which continues or stops altogether depending on the different factors identified. The greatest contribution which linkages provide lies in the possibility for the innovation processes to continue.</p>
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