Original Research: Food

Nutrition and physical well-being in the school curriculum: An intervention in a teachers’ education programme

Josef J. De Beer, Ben-Erik Van Wyk
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 32, No 1 | a771 | DOI: https://doi.org/10.4102/satnt.v32i1.771 | © 2013 Josef J. De Beer, Ben-Erik Van Wyk | This work is licensed under CC Attribution 4.0
Submitted: 21 August 2013 | Published: 08 November 2013

About the author(s)

Josef J. De Beer, Department of Science and Technology Education, University of Johannesburg, South Africa
Ben-Erik Van Wyk, Department of Botany and Plant Biotechnology, University of Johannesburg, South Africa

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This article describes education students’ engagement in simulation games during an excursion. The focus is on how the United Nations’ eight millennium development goals could be addressed in teacher education programmes. The authors specifically look at activities that aim to sensitize teachers about HIV and AIDS and food security. They view learning from a neo-Vygotskian perspective known as activity theory, which rates simulation games as the primary strategy for learner involvement. The students become homo ludens(playing human, Huizinga1955), and this facilitates embodied meaningmaking. From this position it is suggested that the particular curriculum holds some promise for exploring HIV and AIDS education, poverty and food security.


teacher education; HIV/AIDS education; foodsecurity; cultural-historical activity theory


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