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Relationships of Values and Process Concepts of Selected Students to Generalizations in Nutrition Helen Frances Barbour Iowa State College

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Relationships of Values and Process Concepts of Selected Students to Generalizations in Nutrition Helen Frances Barbour Iowa State College Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1953 Relationships of values and process concepts of selected students to generalizations in nutrition Helen Frances Barbour Iowa State College Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Dietetics and Clinical Nutrition Commons, Human and Clinical Nutrition Commons, and the Medical Nutrition Commons Recommended Citation Barbour, Helen Frances, "Relationships of values and process concepts of selected students to generalizations in nutrition" (1953). Retrospective Theses and Dissertations. 14982. https://lib.dr.iastate.edu/rtd/14982 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright materia! had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0000 NOTE TO USERS This reproduction is the best copy available. UMI' HELATIOHSHIPS OF VALUES kW PROCESS COjJCBPiTS 01? SELECTED STUDEKTS TO GEffiHALIZATIOWS IH HUTEITIOK Helen Frances Bar'bour A Dissertation SulDmitted to the Graduate Faculty in Partial Fulfillment of The Eeqiiirements for the Degree of DOCTOR OF PHILOSOPHY Major SuljjectB: Nutrition Home Economics Education Approved: Signature was redacted for privacy. In Charge of Major Work Signature was redacted for privacy. Heads Major D/partments Signature was redacted for privacy. lean of (Graduate College Iowa State College 1953 UMI Number; DP13103 UMl Microform DP13103 Copyright 2005 by ProQuest information and Learning Company. Ail rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest information and Learning Company 300 l^orth Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 1 ii TABLE 0? COITIKCS Page Iffl!EODUCTIO]J ASD EE?IE¥ OF LITEEATUEB 1 Reasons for the Study 1 Hov; learning Takes Place 8 Motivation 15 Developmental Tasks ..... 44 Gfeneralizations 50 Values and Process Concepts 53 Values 53 Process concepts 52 METHOD OF PEOCIDUEE 68 Generalizations 68 Compilation of generalizations for use "by teachers ... 68 Bibliography of source material for the compilation of generalizations .... 69 Basis for classification of the set of compiled generalizations ..... 69 Evaluation of generalizations .... 71 Definition of terms used in the statement of generalizations 73 Student statements of nutrition generalizations 73 Selection of subjects 73 Method of o'btaining student-stated generalizations . 75 Evaluation of student-stated generalizations .... 76 Values Tests 78 Selection of the values tests to be used 78 Selection of the sample of students to be tested .... 82 Administering the values tests 83 Scoring the values tests 84 Ranking and comparison of the test results 85 Process Concepts 86 -r/o-7cy iii Page DeTelopment of the interview technique 86 Selection of students to "be interviewed 89 Seventh-grade students 89 Thirteenth-grade students 89 Conditions under which interviews were held . 91 Seventh-grade students . 91 Thirteenth-grade students 92 Analysis of student responses to interview questions ... 93 Compilation of responses . .... 93 Classification of responses ..... 94 Assignment of goals and values implied hy process concepts 96 Comparison of goals and values related to process concepts 97 PIIDINGS 100 Generalizations 100 Points to consider in the statement of generalisations in nutrition • . 102 Generalizations in nutrition for teachers of students v;ho have had no chemistry 102 Generalizations stated hy students ..... 144 Generalizations stated hy seventh-grade students . 145 Statements of students 145 Suggested revision of statements 145 Generalizations stated by thirteenth-grade students . 148 Statements of students 148 Suggested revision of statements 148 Suggestions for teachers in presenting generalizations 152 Falues Tests 154 The function of values in education 154 Values of fifth-grade students 155 iv Page Values for the seventh-grade students .... 156 Values for the ninth-grade students 157 Values for the thirteenth-grade students 158 Comparison of value patterns for four grades 159 Process Concepts 162 Interview questions 162 Criteria for use in fonnulabing interview q.uestions . 171 Student-stated process concepts related to nutrition . 174 Seventh-grade students ..... 175 Thirteenth-grade students . 175 Goals and values related to process concepts 184 Entire seventh grade hefore and after teaching-. , , 186 Seventh-grade girls hefore and after teaching . 191 Seventh-grade hoys before and after teaching .... 195 Seventh-grade girls compared with seventh-grade hoys before and after teaching 198 Entire seventh grade compared with the entire thirteenth grade 207 Seventh-grade girls compared with thirteenth- grade girls 212 Seventh-grade hoys compared with thirteenth- grade hoys 215 Thirteenth-grade girls compared with thirteenth- grade hoys . 220 DISCUSS IQM 225 Generalizations in Nutrition . 225 Values Tests 227 Process Concepts Related to Values 227 SUM54ARY 230 BIBLIOGRAPHY 239 ACfflOWLEDGMieS 243 APPEHDIX 244 V LIST OF TABLES Page Tahle 1. Eanlcing of values determined by the test of Hawkes: Fifth-grade students 156 Table 2, Hanking of values determined by the test of Di Testa: Seventh-, ninth- and thirteenth-grade students , . 157 Table 3. Values and goals of students ranked according to mean number of related process concepts: Entire seventh- grade before and after teaching a nutrition unit . 188 Table 4. Talues and goals of students ranked according to mean number of related process concepts: Seventh-grade girls before and after teaching a nutrition unit , . 192 Table 5. Values and goals of students ranked according to mean number of related process concepts: Seventh-grade boys before and after teaching a nutrition unit . 196 Table 6. Values and goals of students ranked according to mean number of related process concepts: Seventh-grade girls compared with seventh-grade boys before teaching a nutrition unit 200 Table 7. Values and goals of students ranked according to mean number of related process concepts: Seventh-grade girls compared with seventh-grade boys after teaching a nutrition unit 202 Table 8. Values and goals of students ranked according to mean number of related process concepts: Entire seventh- grade compared with entire thirteenth-grade students . 208 Table 9. Values and goals of students ranked according to mean number of related process concepts: Seventh-grade girls compared with thirteenth-grade girls 213 Table 10. Values a.nd goals of students ranked according to mean number of related process concepts; Seventh-grade boys compared with thirteenth-grade boys 216 Table 11. Values and goals of students ranked according to mean number of related process concepts: Thirteenth-grade girls compared with thirteenth-grade boys ....... 221 vi Table A. Process concepts related to values and goals of seventh-grade students before and after teaching: Physical characteristics . Table B, Process concepts related to values and goals of seventh-grade students before and after teaching: Food preferences and practices Table C, Process concepts related to values and goals of seventh-grade students before and after teaching: Selations with peers Table D. Process concepts related to values and goals of seventh-grade students before and after teaching: Helations with adults .......... Table B. Process concepts related to values and g-oals of seventh-grade students before and after teaching: Performance in work and play ..... Table F. Process concepts related to values and goals of thirteenth-grade students: Physical characteristics . Table &. Process concepts related to values and goals of thirteenth-grade students: Pood preferences and practices Table H. Process concepts related to values and goals of thirteenth-grade students: Relations with peers Table I. Process concepts related to values and goals of thirteenth-grade students: Helations with adults Table J. Process concepts related to values and goals of thirteenth-grade students: Performance in work and play 1 miODUCTIOlI MB PJ!VI1¥ Of LITEBATUEE Eeasons for the Study The application of nutrition knowledge has lagged behind its develop­ ment in the last four decades. However effective nutrition education is being done on aany frontis. Application
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