Food and Nutrition Myths among Future Secondary School Teachers: A Problem of Trust in Inadequate Sources of Information
Creators
-
1.
Universidad Alfonso X el Sabio
- 2. Universidad Autónoma de Madrid
- 3. Department of Modern Language Studies, Guilford College
- 4. Education Department of the Government of Madrid
Description
This scholarly discourse investigates the prevalence of nine widely embraced food myths among 201 secondary school Spanish teachers, exploring the potential influence of academic expertise in science areas on the susceptibility to these misconceptions. Despite the assumption that specialized knowledge in biology, physics, or chemistry would lead to greater nutritional awareness, the study reveals no significant disparities among postgraduates of diverse specializations. Notably, the family-cultural sphere, the internet, and mass media emerge as primary sources of nutritional knowledge, superseding the conventional reliance on academic education.
The analysis underscores the societal challenge of incorporating scientific knowledge as the primary trusted source, calling for critical evaluation of Western societies. The study exposes a substantial percentage of future secondary school teachers harboring misconceptions, emphasizing the need for comprehensive interventions in nutritional literacy, beyond conventional numerical and literacy skills assessments.
The investigation delves into nuanced nutritional aspects, such as the bioavailability of free sugars in juices, shedding light on potential health implications. Interestingly, while some myths exhibit inconclusive trends, the study highlights the need for further research, especially concerning vegan diets, whole-grain bread, and the understanding of fiber and gut microbiota.
Limitations of the study are acknowledged, suggesting the inclusion of a control group of nutrition graduates and extending the investigation to primary teachers. The role of science journalists is emphasized, advocating for scientific advisory committees in media outlets to combat misinformation. The study concludes by asserting the imperative need for food literacy in the education of future teachers across disciplines, proposing the establishment of a network of dissemination standards to safeguard knowledge from succumbing to myths in the era of post-truth.
Abstract (English)
The Internet and social networks are full of nutrition information, offering people guidance to make healthy eating choices. These sources always present themselves as a gateway to reliable information on healthy eating; however, too often this is not the case. Far from being trustworthy, there are usually plenty of food myths. A food myth is a widespread false belief about food, nutrition, and eating facts that gives rise to certain behaviors, from fashionable trends to diets. Academic training is a valuable tool to combat food myths and the pseudoscience linked to them, but educators must participate in this battle. To test this idea, we analyzed the prevalence of nine highly popular food myths held by 201 secondary school Spanish teachers. The aim was to assess whether expertise in science areas prevents teachers from falling into these food misconceptions. Our study results showed that food myths are held regardless of specialty area. The power of the media in popularizing and spreading nutrition myths among educators may be the cause, even more potent than academic training. We conclude that since scientific knowledge is not enough to erase food myths, we need further actions if we aim to prevent the problems that food myths may cause.
Files
Moreno VP_Food and Nutrition Myths_MDPI.pdf
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