2014 ASHS Annual Conference

Currently in the U.S., heart disease is the leading cause of death, while diabetes is seventh. Despite the evidence that pulses in the diet may reduce risks of these diseases, they are an underutilized food. Garden-based biology and nutrition education can be an effective tool for teaching K-12 students healthy eating habits which will likely be carried into adulthood. The goal of this study is to determine if garden-based education has an effect on knowledge and food choices in K-12 students. In fall 2013, a STEM-focused curriculum was created and implemented for fourth and ninth grades, and was repeated for fourth grade in spring 2014. Lessons were taught 17 Sept. to 1 Oct. in 2013 (2 schools), and 7 Mar. to 1 June in 2014 (5 schools). Lessons included planting, harvesting, and threshing dry beans in the school garden as well as hands-on activities with beans in the classroom. In fall 2013, students who were in the classes participated in a pre- and post-education survey and a plate waste study. Results from the student survey indicate pulse biology knowledge increased 18% (fourth grade) and 38% (ninth grade), while there was an increase of 51% (fourth grade) and 8% (ninth grade) in the number of students who preferred to have more beans served in their school cafeteria. Results from the plate waste study showed a 6% increase in consumption of the bean dish by the ninth grade class that received the education, while the control group (class that did not receive education) showed a 4% increase. Due to different menu items that were served pre- and post-education for the fourth grade, the plate waste study measurements for this class were not comparable. In spring 2014, educators who observed a single fourth grade lesson completed a brief retrospective self-evaluation, and results indicated an 8% increase in confidence and a 36% increase in interest in teaching pulse biology and nutrition education in the classroom. In addition, survey participants indicated the lesson: promoted critical thinking (4.6 out of 5), fostered cooperative learning (4.6), encouraged decision making (3.6), developed sequencing/ordering skills (4.8), and strengthened problem solving skills (4.0). Overall, most teaching objectives were met in this study, and there were positive changes in students’ knowledge regarding pulse biology and nutrition, and on students’ preferences towards pulses served in school cafeterias. Additionally, there was increased interest among K-12 educators to teach pulse education.