ArticleFood science & nutrition2023
Food safety knowledge among 7th-grade middle school students: A report of a Brazilian municipal school using workshop-based educational strategies.
Article in Food science & nutrition, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed, 7 citations in OpenAlex.
- D-tryptophan, an eco-friendly natural, safe, and healthy compound with antimicrobial activity against food-borne pathogens: A systematic review.Food science & nutrition · 2024Review
- Mixture design of α-pinene, α-terpineol, and 1,8-cineole: A multiobjective response followed by chemometric approaches to optimize the antibacterial effect against various bacteria and antioxidant activity.Food science & nutrition · 2024Article
- Food safety knowledge among 7th-grade middle school students: A report of a Brazilian municipal school using workshop-based educational strategies.Food science & nutrition · 2023Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Practical methodologies that include food safety and hygiene education in pedagogical activities are strategies to prevent foodborne diseases (FBDs). Thus, the aim of this study was to investigate the knowledge of 7th-grade middle school students regarding food microbiology and food safety, and to apply workshop-based educational strategies that focus on scientific literacy. The students (144) were initially evaluated using a Likert-scale questionnaire (pre-intervention, Q0) with ten objective questions on microbiology and food safety. Once the questionnaire was evaluated, interventions were conducted through five science workshops of 50 min, over a period of 5 months. The workshops included educational games, laboratory practices, videos, and lectures that addressed microorganisms that are known to cause the most common FBDs in Brazil. After each workshop, students were asked to express their opinions and understanding of the content through semi-structured interviews. Six months after the end of the practical interventions, the students completed a second identical Likert-scale questionnaire (post-intervention, Q1), and the answers to both questionnaires (Q0 and Q1) were analyzed by calculating the middle rank. The middle rank of Q1 (mean = 0.65 ± 0.13) was 21% greater than the middle rank of Q0 (mean = 0.44 ± 0.16), and statistical significance was observed (
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