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Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması

Year 2021, , 38 - 62, 31.01.2021
https://doi.org/10.24289/ijsser.836121

Abstract

Bu araştırmanın amacı, gıda okuryazarlığının bileşenlerinin belirlenmesi ve tanımlanması olarak belirlenmiştir. Araştırmanın deseni olarak, karma araştırma yöntemi içerisinde yer alan açıklayıcı sıralı karma desen belirlenmiştir. Araştırmanın verileri, araştırmacılar tarafından literatür taranarak oluşturulan 81 maddelik form aracılığıyla 35 farklı üniversitede görev yapan 14 farklı disiplinden alan uzmanları ile gerçekleştirilen Delfi tekniğiyle elde edilmiştir. Elde edilen verilerin betimsel analizi sonucunda gıda okuryazarlığının kapsamı bilgi, beceri, davranış, tutum ve değer madde türlerini kapsayan ve planlama ve yönetim, seçim, hazırlama ve tüketim boyutlarından oluşan 75 madde ile belirlenmiştir. Araştırmada gıda okuryazarlığı; bireyin enerji ve besin ögeleri ihtiyacını karşılayacak düzeyde besin alımına yönelik olarak planlama ve yönetim, seçim, hazırlama ve tüketim süreçlerini kapsayan birbiriyle ilişkili bilgi, beceri, tutum, değer ve davranışlar bütünü olarak tanımlanmıştır.

References

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Food literacy: The determination and the identification of its components

Year 2021, , 38 - 62, 31.01.2021
https://doi.org/10.24289/ijsser.836121

Abstract

This study aimed to determine and define the components of food literacy. The explanatory sequential mixed design included in the mixed research method was determined as the research design. The data of the study were obtained by the Delphi technique performed with field experts from 14 different disciplines working in 35 different universities by using the 81-item form prepared by the researchers as a result of the literature review. As a result of the descriptive analysis of the data obtained, the scope of food literacy was determined by 75 items, which included the item types of knowledge, skills, behavior, attitude, and value and consisted of the dimensions of planning and management, selection, preparation, and consumption. In the study, food literacy was defined as a whole of interrelated knowledge, skills, attitudes, values, and behaviors, including the planning and management, selection, preparation, and consumption processes for the food intake of individuals at a level to meet their energy and nutrient needs.

References

  • Aihara, Y. & Minai, J., (2011). Barriers and catalysts of nutrition literacy among elderly Japanese people. Health Promotion International, 26(4), 421-431.
  • Akçay, D., & Yıldırımlar, A. (2018). Ebeveynlerin okul kantininde satılan gıdalar ile ilgili görüşleri. Balıkesir Sağlık Bilimleri Dergisi, 7(1), 14-22.
  • Akkaya, A., Bayrakcı, S., & Özcan, C. C. (2018). Osmanlı mutfağının yemek, fiyat, mekân ve ekonomik bakımdan değerlendirilmesi. Journal of Tourism and Gastronomy Studies, 6(3), 60-80.
  • Aktaş, N., & Özdoğan, Y. (2016). Gıda ve beslenme okuryazarlığı. Harran Tarım ve Gıda Bilimleri Dergisi, 20(2), 146-153.
  • Alp, M. Y., & Yeşilyurt, A. (2016). Diyabet ve genetik. Türkiye Klinikleri Medical Genetics-Special Topics, 1(2), 57-63.
  • Amin, S. A., Lehnerd, M., Cash, S. B., Economos, C. D., & Sacheck, J. M. (2019). Development of a tool for food literacy assessment in children (TFLAC). Journal of Nutrition Education and Behavior, 51(3), 364-369.
  • Asem, N., Sabry, H. A., & Elfar, E. (2019). Patient safety: knowledge, influence and attitude among physicians: an exploratory study. Journal of the Egyptian Public Health Association, 94(1), 22.
  • Assatelli, R. & Davolio, F. (2010). Consumption, pleasure and politics slow food and the politico-aesthetic problematization of food. Journal of Consumer Culture, 10(2), 202–232.
  • Austin, E. W., Austin, B. W., French, B. F., & Cohen, M. A. (2018). The effects of a nutrition media literacy intervention on parents’ and youths’ communication about food. Journal of Health Communication, 23(2), 190-199.
  • Baysal, A. (2011). Beslenme. (13. Baskı). Ankara: Hatiboğlu Yayınları.
  • Bender, D. A. (2014). Introduction to nutrition and metabolism. (4th Press). Florida: CRC Press.
  • Bıkmaz-Bilgen, Ö., & Doğan, N. (2017). The comparison of ınterrater reliability estimating techniques. Journal of Measurement and Evaluation in Education and Psychology, 8(1), 63-78.
  • Brooks, N., & Begley, A. (2014). Adolescent food literacy programmes: A review of the literature. Nutrition & Dietetics, 71(3), 158-171.
  • Büyüköztürk, Ş., Çokluk, Ö. & Köklü, N. (2011). Sosyal bilimlerde istatistik (7. Baskı). Ankara: Pegem Akademi.
  • Chambers, C. (2012). A pilot study: the use of a survey to assess the food knowledge of nutrition students at various levels of nutrition education. Yayımlanmamış Yüksek Lisans Tezi, Nebraska Üniversitesi, Lincoln, Amerika Birleşik Devletleri.
  • Chaudhary, A., Gustafson, D., & Mathys, A. (2018). Multi-indicator sustainability assessment of global food systems. Nature Communications, 9(1), 1-13.
  • Chung, J. Y., Kim, J. S., Lee, C. K., & Kim, M. J. (2018). Slow-food-seeking behaviour, authentic experience, and perceived slow value of a slow-life festival. Current Issues in Tourism, 21(2), 123-127.
  • Clayton, M. J. (1997). Delphi: A technique to harness expert opinion for critical decision-making tasks in education. Educational Psychology, 17(4), 373-386.
  • Cochran, S.W. (1983). The delphi method: formulating and refining group judgments. Journal of Human Sciences, 11(2), 111-117.
  • Cohen, L., Manion, L. & Morrison, K. (2002). Research Methods in Education. London: Routledge/Falmer.
  • Colatruglio, S. (2014). Understanding food literacy from perceptions of young Canadian adults: A qualitative study, Yayımlanmamış Doktora Tezi, Manitoba Üniversitesi, Winnipeg.
  • Colatruglio, S., & Slater, J. (2016). Challenges to acquiring and utilizing food literacy: Perceptions of young Canadian adults. Canadian Food Studies/La Revue canadienne des études sur l'alimentation, 3(1), 96-118.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Approaches to Research. Upper Saddle River, NJ: Prentice Hall.
  • Creswell, J. W., & Plano Clark, V. L. (2007). Choosing a Mixed Methods Design. Creswell JW, (ed.) Designing and Conducting Mixed Methods Research (2. Baskı) içinde. California: Clark VLP Sage.
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There are 100 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Mehmet Bahar 0000-0003-1234-0347

Mustafa Yılmaz 0000-0003-2210-513X

Publication Date January 31, 2021
Published in Issue Year 2021

Cite

APA Bahar, M., & Yılmaz, M. (2021). Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması. International Journal of Social Sciences and Education Research, 7(1), 38-62. https://doi.org/10.24289/ijsser.836121
AMA Bahar M, Yılmaz M. Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması. International Journal of Social Sciences and Education Research. January 2021;7(1):38-62. doi:10.24289/ijsser.836121
Chicago Bahar, Mehmet, and Mustafa Yılmaz. “Gıda okuryazarlığı: Bileşenlerin Tespiti Ve tanımlanması”. International Journal of Social Sciences and Education Research 7, no. 1 (January 2021): 38-62. https://doi.org/10.24289/ijsser.836121.
EndNote Bahar M, Yılmaz M (January 1, 2021) Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması. International Journal of Social Sciences and Education Research 7 1 38–62.
IEEE M. Bahar and M. Yılmaz, “Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması”, International Journal of Social Sciences and Education Research, vol. 7, no. 1, pp. 38–62, 2021, doi: 10.24289/ijsser.836121.
ISNAD Bahar, Mehmet - Yılmaz, Mustafa. “Gıda okuryazarlığı: Bileşenlerin Tespiti Ve tanımlanması”. International Journal of Social Sciences and Education Research 7/1 (January 2021), 38-62. https://doi.org/10.24289/ijsser.836121.
JAMA Bahar M, Yılmaz M. Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması. International Journal of Social Sciences and Education Research. 2021;7:38–62.
MLA Bahar, Mehmet and Mustafa Yılmaz. “Gıda okuryazarlığı: Bileşenlerin Tespiti Ve tanımlanması”. International Journal of Social Sciences and Education Research, vol. 7, no. 1, 2021, pp. 38-62, doi:10.24289/ijsser.836121.
Vancouver Bahar M, Yılmaz M. Gıda okuryazarlığı: Bileşenlerin tespiti ve tanımlanması. International Journal of Social Sciences and Education Research. 2021;7(1):38-62.

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