Educational Actions at School: Proposal to Increase Children’s Contact with Vegetables
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The objective of the research was to evaluate the effect of educational actions in the school environment on the level of food neophobia, knowledge, consumption, acceptance, frequency of intake, planting of vegetables and assistance in cooking preparations among children. In addition, to verify the impact of actions on the sensory acceptance of food products added with vegetables with low acceptability by this public. Eighty-six children aged 7 to 10 years participated. The research was organized in three stages: pre-intervention, with filling out questionnaires and sensory analysis of the products; intervention, with application of educational actions and; post-intervention, with reapplication of questionnaires and sensory analysis of products. Actions included the implementation of vegetable gardens, theoretical-practical activities and cooking workshops. The physicochemical composition of the products was carried out to ensure food safety. Educational actions reduced the degree of food neophobia and improved the acceptability of food products by children (p < 0.05). In general, the educational actions had a positive impact (p < 0.05) on the participants’ knowledge, consumption, acceptance and frequency of vegetables intake However, there was little influence to increase the planting of vegetables at home, with no change in helping children with cooking preparations (p > 0.05). The food products presented a good nutritional profile. It is concluded that educational actions carried out at school are efficient to reduce food neophobia and increase knowledge, consumption, acceptance and frequency of intake among children. Also, they improve the acceptability of food products with the addition of vegetables with low acceptance by this public.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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 it