Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program

Jessica D Linnell; Sheri Zidenberg-Cherr; Marilyn Briggs; Rachel E Scherr; Kelley M Brian; Carol Hillhouse; Martin H Smith

doi:10.1016/j.jneb.2015.09.010

Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program

J Nutr Educ Behav. 2016 Jan;48(1):60-69.e1. doi: 10.1016/j.jneb.2015.09.010. Epub 2015 Nov 5.

Authors

Jessica D Linnell¹, Sheri Zidenberg-Cherr², Marilyn Briggs¹, Rachel E Scherr¹, Kelley M Brian³, Carol Hillhouse⁴, Martin H Smith⁵

Affiliations

¹ Department of Nutrition, University of California, Davis, CA; Center for Nutrition in Schools, University of California, Davis, CA.
² Department of Nutrition, University of California, Davis, CA; Center for Nutrition in Schools, University of California, Davis, CA; University of California Cooperative Extension, Division of Agriculture and Natural Resources, Davis, CA.
³ Department of Nutrition, University of California, Davis, CA; University of California Cooperative Extension, Division of Agriculture and Natural Resources, Davis, CA.
⁴ Agricultural Sustainability Institute, School Garden, University of California, Davis, CA.
⁵ University of California Cooperative Extension, Division of Agriculture and Natural Resources, Davis, CA; Department of Human Ecology, University of California, Davis, CA; Department of Population Health and Reproduction, University of California, Davis, CA. Electronic address: mhsmith@ucdavis.edu.

PMID: 26547274
DOI: 10.1016/j.jneb.2015.09.010

Abstract

Objective: To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program.

Methods: Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities.

Results: Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals.

Conclusions and implications: The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated.

Keywords: curriculum development; garden enhanced; inquiry based; nutrition education; school based.

Publication types

Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Curriculum
Gardening / education
Health Education / methods*
Health Promotion
Humans
Nutritional Sciences / education*
Physical Fitness
Pilot Projects