A pilot study for plant the seed: a nutrition education program using local food environment to put theory into action
Bibliographic record
Abstract
The purpose of this study is to implement Plant the Seed, a garden-based nutrition education program designed to reconnect children with locally grown food, food environments of the past and present, and the benefits of eating seasonal foods.The pilot study investigates environmental context and theory variables known to influence healthy food choice behavior.Social Cognitive Theory (SCT) provided a framework for the program's curriculum and evaluation.The target audience is middle school students.Plant the Seed is a two-part program.In Part 1 (classroom), students participate in practical, interactive activities based on specific educational objectives that target theory mediators.In Part 2 (field trip), students rotate through the community farm, kitchen herb garden and historic kitchen to engage in hands-on program activities.Pretest/posttest evaluation compared control and intervention students from two schools measured program effectiveness.Intervention school students (n = 16) improved behavioral intention (3.40 vs 3.53, P = 0.34), historical social norm (3.40 vs 3.79, P = 0.03), and outcome expectations (3.91 vs 4.19, P = 0.03).No change in variables among control students (n = 10).Plant the Seed had a positive impact on factors associated with healthy eating behavior.This program demonstrates how to effectively engage community resources, to promote the development and implementation of gardening environments that create hands-on opportunities for children to become directly connected to local food production, to learn about the environmental benefits of eating locally grown foods and to allow children to have access to a positive, sustainable food environment.Plant the Seed can serve as a model for future theory and garden-based nutrition intervention programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".