SavedAdd your journal

Journals / Journal of Interdisciplinary Education: Theory and Practice / 2026 / Cilt: 7 Sayı: 1

STEAM from Soil to Table

Ganime Aydın(Çanakkale 18 Mart Üniversitesi)0000-0001-6112-5243
Aysun Öztuna Kaplan(Education Faculty)0000-0001-8133-312X
Mehpare Saka Melen(TRAKYA UNIVERSITY)0000-0001-9730-8607
Hikmet Sürmeli(MERSIN UNIVERSITY)0000-0001-7052-2574
Pages
44–66
Publication Date
2025-06-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition, it was observed that students were provided with both knowledge and hope for the sustainability of healthy meals for the future.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Food literacy/nutrition and sustainable agriculture, which are among the most important issues of our time, have started to have a significant place in education along with many other fields in recent years.
📊
Key Findings & Data:The participants consisted of 20 6th, 7th and 8th grade immigrant and disadvantaged students (children of martyrs, orphans, earthquake victims) determined according to purposive criterion sampling.
💡
Conclusion & Impact:In addition, it was observed that students were provided with both knowledge and hope for the sustainability of healthy meals for the future.
🔬Design:Araştırma Makalesi
📍Scope:2050 Verileri
⚙️Variables:STEAM · food literacy · green agriculture

Abstract

Food literacy/nutrition and sustainable agriculture, which are among the most important issues of our time, have started to have a significant place in education along with many other fields in recent years. In this regard, the aim of this study is to determine the effect of the ‘From Soil to Table STEAM’ project, which includes STEAM-supported applications to raise secondary school students' awareness of where the food on our tables comes from, how it is produced and about green and sustainable agriculture. The participants consisted of 20 6th, 7th and 8th grade immigrant and disadvantaged students (children of martyrs, orphans, earthquake victims) determined according to purposive criterion sampling. The research was carried out as a case study, which is one of the qualitative research methods. The forms ‘Where Does Our Food Come From?’ and “Let's Draw Our Meals in 2050” created by the researchers were used as data collection tools. The forms were applied at the beginning and the end of the project. As a result of the content analysis, it was seen that the students' knowledge about the sources of nutrients was good in the pre-treatment and some students, although few, corrected their mistakes on this subject. Also, after the training, it was observed that some students became aware of the production methods of healthy foods and tended to prefer healthy nutrition. In addition, it was observed that students were provided with both knowledge and hope for the sustainability of healthy meals for the future.

Özet

Food literacy/nutrition and sustainable agriculture, which are among the most important issues of our time, have started to have a significant place in education along with many other fields in recent years. In this regard, the aim of this study is to determine the effect of the ‘From Soil to Table STEAM’ project, which includes STEAM-supported applications to raise secondary school students' awareness of where the food on our tables comes from, how it is produced and about green and sustainable agriculture. The participants consisted of 20 6th, 7th and 8th grade immigrant and disadvantaged students (children of martyrs, orphans, earthquake victims) determined according to purposive criterion sampling. The research was carried out as a case study, which is one of the qualitative research methods. The forms ‘Where Does Our Food Come From?’ and “Let's Draw Our Meals in 2050” created by the researchers were used as data collection tools. The forms were applied at the beginning and the end of the project. As a result of the content analysis, it was seen that the students' knowledge about the sources of nutrients was good in the pre-treatment and some students, although few, corrected their mistakes on this subject. Also, after the training, it was observed that some students became aware of the production methods of healthy foods and tended to prefer healthy nutrition. In addition, it was observed that students were provided with both knowledge and hope for the sustainability of healthy meals for the future.

🔖

Cite This Article

Aydın, G., Kaplan, A. Ö., Melen, M. S., Sürmeli, H. (2025). STEAM from Soil to Table. Journal of Interdisciplinary Education: Theory and Practice, Cilt: 7 Sayı: 1, 44–66. https://doi.org/10.47157/jietp.1558133

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (57)

  1. Amin, S. A., Panzarella, C., Lehnerd, M., Cash, S. B., Economos, C. D., & Sacheck, J. M. (2018). Identifying food literacy educational opportunities for youth. Health Education & Behavior, 45(6), 918–925. https://doi.org/10.1177/1090198118775485
  2. Bahar, M., & Yılmaz, M. (2021). Food literacy: Its place in the curriculum. Journal of Education Faculty, Abant İzzet Baysal University, 21(2), 497–518. https://doi.org/10.24289/ijsser.836121
  3. Benn, J. (2014). Food, nutrition or cooking literacy-a review of concepts and competencies regarding food education. International Journal of Home Economics, 7(1), 13-35. https://search.informit.org/doi/10.3316/informit.511373079815906
  4. Brooks, N., & Begley, A. (2014). Adolescent food literacy programmes: A review of the literature. Nutrition & Dietetics, 71(3), 158-171. https://doi.org/10.1111/1747-0080.12096
  5. Burnett, A., & Pain, K. (2023). Linking environmental and human health in English urban development decision-making: The human health literacy of environmental policy. Built Environment, 49(2), 187–206. Marcham: Alexandrine Press.
  6. Burrows, M. S. (2021). Socioscientific issues in school-based agricultural education: Describing and exploring factors of integration [Doctoral dissertation, Utah State University]. Retrieved From https://digitalcommons.usu.edu/etd/8068
  7. Çalışır, Y., & Gücüm, B. (2023). A research on the awareness levels of secondary school students about some concepts related to agriculture: An example of Kars. E-Kafkas Journal of Educational Research, 11, 281–294. https://doi.org/10.30900/kafkasegt.1382220
  8. Çevik, M., & Azkin, Z. (2018). A STEM agriculture study carried out as an out-of-school activity. In Congress of Science, Education and Technology Research, Odessa, Ukraine. Retrieved From https://www.researchgate.net/publication/327475133_Okul_Disi_Etkinlik_Olarak_Gerceklestirilen_Bir_STEMTarim_Calismasi_A_STEM_Agriculture_Study_Carried_out_as_an_Out-of-School_Activity
  9. Charoenmuang, M., Knobloch, N. A., & Scherer, H. H. (2024). High-school students’ demonstration of systems thinking in the context of sustainable food systems. Food, Culture & Society, 1–19. Advance online publication. https://doi.org/10.1080/15528014.2023.2301249
  10. Colucci-Gray, L., Trowsdale, J., Cooke, C. F., Davies, R., Burnard, P., & Gray, D. S. (2017). A review of the potential and challenges of developing STEAM education through creative pedagogies for 21st-century learning: How can school curricula be expanded towards a more responsive, dynamic, and inclusive form of education? British Educational Research Association. Retrieved From https://jotrowsdale.wordpress.com/wp-content/uploads/2017/11/bera-research-commission- report-steam.pdf
  11. Cullen, T., Hatch, J., Martin, W., Higgins, J. W., & Sheppard, R. (2015). Food literacy: definition and framework for action. Canadian Journal of Dietetic Practice and Research, 76(3), 140-145. https://doi.org/10.3148/cjdpr-2015-010
  12. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103–120. https://doi.org/10.1002/j.21689830.2005.tb00832.x
  13. Eleventh Development Plan of Türkiye (2019-2023), Retrieved from http://efaidnbmnnnibpcajpcglclefindmkaj/https://www.sbb.gov.tr/wpcontent/uploads/2022/07/On_Birinci_Kalkinma_Plani-2019-2023.pdf
  14. European School Education Platform. (2023). STEM and healthy eating. Retrieved April 30, 2024, from https://school-education.ec.europa.eu/nb/etwinning/projects/166619
  15. Food and Agriculture Organization (FAO). (2023). Turkey food literacy strategy and action plan 2022–2028. Ankara.
  16. Ghiurca, A. A., Lamasanu, A., & Mihai, F. C. (2012). Environmental education in rural areas-a real support for sustainable development. Lucrări Știintifice: Seria Horticultura, 55(2), 117-122. Retrieved from https://nbn-resolving.org/urn:nbn:de:0168-ssoar-437149
  17. Gupta, A. (2018). A Comparative Study of Environmental Awareness in Rural and Urban Pupil-Teachers through Social sites and Traditional Methods. Doctoral Thesis, University of Kota.
  18. Gussow, J. D., & Contento, I. (1984). Nutrition education in a changing world. Nutritional Considerations in a Changing World, 44, 1-56. https://doi.org/10.1159/000409435
  19. Haşıloğlu, M. A., Kocaman, S., & Aydın, S. (2011). Agricultural literacy and a view of agricultural education. Gazi University Journal of Gazi Faculty of Education, 31(2), 619–629. Haznedar, N. K., & Blotnicky, N. (2022). The necessity of food and nutrition literacy in ensuring sustainable nutrition and food security. Turkiye Klinikleri Nutrition and Dietetics-Special Topics, 8(4), 17–25. Retrieved From https://www.turkiyeklinikleri.com
  20. Hetland, L., & Winner, E. (2004). Cognitive transfer from arts education to nonarts outcomes: Research evidence and policy implications. In Handbook of research and policy in art education (pp. 135-161). Routledge.
  21. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services, Retrieved from http://efaidnbmnnnibpcajpcglclefindmkaj/https://www.deipbes.de/files/20220516%20Sustainable%20Use%20Primer%20FINAL%20GERMAN.pdf
  22. Jeong, S. J., & Choi, S. J. (2020). Agricultural literacy in the context of agricultural education in South Korea: Using hierarchical linear modeling. The Journal of Agricultural Education and Extension,26(4), 401–419. https://doi.org/10.1080/1389224X.2020.1748670
  23. Kam, H. W., & Gopinathan, S. L. M. H. (1999). Recent developments in education in Singapore. School Effectiveness and School Improvement, 10(1), 99-117. https://doi.org/10.1076/sesi.10.1.99.3512
  24. Knobloch, N. A., & Wang, H. (2024). Integrated STEM in school-based agricultural education. In Emerging Research in Agricultural Teacher Education (pp. 227-248). https://10.4018/979-8-3693-2766-1.ch012
  25. Kuurala, S., & Rauma, A. L. (2008). Food and nutrition related values in finnish health education and home economics secondary school textbooks. Journal of Family & Consumer Sciences Education, 26(1). Retrieved from https://natefacs-ojs-ttu.tdl.org/natefacs/issue/view/73/71
  26. Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873
  27. Markow, T. A. (Ed.). (2012). Developmental instability: its origins and evolutionary implications: proceedings of the International Conference on Developmental Instability: Its Origins and Evolutionary Implications, Tempe, Arizona, 14–15 June 1993 (Vol. 2). Springer Science & Business Media.
  28. Ministry of National Education. (2018). Science curriculum (elementary and middle school grades 3, 4, 5, 6, 7, and 8). Ankara: Ministry of National Education.
  29. Ministry of National Education. (2023). I eat healthy at my school. Retrieved from: https://sagliklibesleniyorum.meb.gov.tr/
  30. National Art Education Association (NAEA). (2016). Why should we include art in STEM? Retrieved From https://www.arteducators.org
  31. Nelson, S. A., Corbin, M. A., & Nickols-Richardson, S. M. (2013). A call for culinary skills education in childhood obesity-prevention interventions: current status and peer influences. Journal of the Academy of Nutrition and Dietetics, 113(8), 1031-1036. http://dx.doi.org/10.1016/j.jand.2013.05.002
  32. NGSS Lead States. Next generation science standards: For states, by states. National Academies Press, 2013.
  33. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health services research, 42, 533-544. https://doi.org/10.1007/s10488-013-0528-y
  34. Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283. https://doi.org/10.1177/1473325002001003636
  35. Pérez-Rodrigo C, Aranceta J. School-based nutrition education: lessons learned and new perspectives. Public Health Nutrition. 2001;4(1a):131-139. https://doi:10.1079/PHN2000108
  36. Report of the Working Group on Sustainable Management of Environment and Natural Resources (2018). Retrieved from http://efaidnbmnnnibpcajpcglclefindmkaj/https://unstats.un.org/sdgs/files/report/2018/thesustainabledevelopmentgoalsreport2018-en.pdf
  37. Report of the Working Group on Sustainable Management of Environment and Natural Resources, (2018). Retrieved from https://unstats.un.org/sdgs/report/2019/The-Sustainable-Development-Goals-Report- 2019.pdf
  38. Robinson, K., Westfall-Rudd, D., Drape, T., & Scherer, H. (2018). Conceptualizing integrative agricultural education: Introductory framework for integrating mathematics in agricultural curriculum. Journal of Agricultural Education, 59(4), 253–269. https://doi.org/10.5032/jae.2018.04253
  39. Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students. Asia Pacific Education Review, 16(2), 203–212. https://doi.org/10.1007/s12564-015-9362-0
  40. Sağat, E. (2019). The effects of STEAM-based science education on gifted and talented students' steam performance, design-based thinking skills and steam attitudes. Unpublished master's thesis. Mersin University, Mersin, Türkiye.
  41. Scazzocchio, B., Varì, R., d’Amore, A., Chiarotti, F., Del Papa, S., Silenzi, A., Gimigliano, A., Giovannini, C., & Masella, R. (2021). Promoting health and food literacy through nutrition education at schools: The Italian experience with MaestraNatura program. Nutrients, 13(5), 1547. https://doi.org/10.3390/nu13051547
  42. Scherer, H. H., McKim, A. J., Wang, H., DiBenedetto, C. A., & Robinson, K. (2019). Making sense of the buzz: A systematic review of “STEM” in agriculture, food, and natural resources education literature. Journal of Agricultural Education, 60(2), 28–53. https://doi.org/10.5032/jae.2019.02028
  43. Turkish Statistical Institute [TUİK] (2024). Death and Cause of Death Statistics, 2023 Retrieved From https://data.tuik.gov.tr/Bulten/Index?p=Olum-ve-Olum-Nedeni-Istatistikleri-2023-53709
  44. The European Green Deal (2019) Retrived from https://errin.eu/tags/european-green-dealThe Sustainable Development Goals, (2019). Retrieved http://efaidnbmnnnibpcajpcglclefindmkaj/https://unstats.un.org/sdgs/report/2019/The-Sustainable-Development-Goals-Report-2019.pdf
  45. The Sustainable Development Goals (2018) Retrieved from https://www.un.org/sustainabledevelopment/development-agenda-
  46. Ülker, M. T., Elmacioglu, F., Büyükateş, H. S., Özdemir, A., Kuşçu, H., & Gündüz, S. N. (2024). The effect of sustainable food literacy education on primary school nutrition attitudes and behaviours. Toros University Journal of Food Nutrition and Gastronomy, 3(1), 29-34. https://doi.org/10.58625/jfng-2472
  47. Vaitkeviciute, R., Ball, L. E., & Harris, N. (2015). The relationship between food literacy and dietary intake in adolescents: a systematic review. Public health nutrition, 18(4), 649-658. 10.1017/S1368980014000962
  48. Vallera, F. L., & Bodzin, A. M. (2020). Integrating STEM with AgLIT (Agricultural Literacy Through Innovative Technology): The efficacy of a project-based curriculum for upper-primary students. International Journal of Science and Math Education, 18, 419–439. https://doi.org/10.1007/s10763-019-09979-y
  49. Vardy, M., Oppenheimer, M., Dubash, N. K., O'Reilly, J., & Jamieson, D. (2017). The intergovernmental panel on climate change: challenges and opportunities. Annual Review of Environment and Resources, 42(1), 55-75.
  50. Wang, H. H., & Knobloch, N. A. (2018). Levels of STEM integration through agriculture, food, and natural resources. Journal of Agricultural Education, 59(3), 258-277. https://doi.org/10.5032/jae.2018.03258
  51. Woodruff, S. J., Beckford, C., & Segave, S. (2020). Fruit and vegetable lesson plan pilot intervention for grade 5 students from Southwestern Ontario. International Journal of Environmental Research and Public Health, 17(22), 8422. https://doi.org/10.3390/ijerph17228422
  52. Yıldırım, E. (2021’a). STEAM education and visual arts teacher candidates' views on STEAM education. Unpublished master's thesis. ErzurumUniversity, Erzurum.
  53. Yılmaz, H., Koyunkaya, M. Y., Güler, F., & Güzey, S. (2017). Turkish adaptation of the attitudes toward science, technology, engineering, and mathematics (STEM) education scale. Kastamonu Education Journal, 25(5), 1787–1800. Yin, R. K. (2017). Applications of case study research (3rd ed., İ. Günbayı, Trans.). Ankara: Nobel Akademik Woodruff, S. J., Beckford, C., & Segave, S. (2020). Fruit and vegetable lesson plan pilot intervention for grade 5 students from Southwestern Ontario. International Journal of Environmental Research and Public Health, 17(22), 8422. https://doi.org/10.3390/ijerph17228422
  54. Zoellner, J., Connell, C., Bounds, W., Crook, L., & Yadrick, K. (2009). Peer reviewed: nutrition literacy status and preferred nutrition communication channels among adults in the lower Mississippi Delta. Preventing chronic disease, 6(4). PMID: 19755004
  55. Haşıloğlu, M. A., Kocaman, S., & Aydın, S. (2011). Agricultural literacy and a view of agricultural education. Gazi University Journal of Gazi Faculty of Education, 31(2), 619–629.
  56. Jeong, S. J., & Choi, S. J. (2020). Agricultural literacy in the context of agricultural education in South Korea: Using hierarchical linear modeling. The Journal of Agricultural Education and Extension,26(4), 401–419. https://doi.org/10.1080/1389224X.2020.1748670
  57. Yılmaz, H., Koyunkaya, M. Y., Güler, F., & Güzey, S. (2017). Turkish adaptation of the attitudes toward science, technology, engineering, and mathematics (STEM) education scale. Kastamonu Education Journal, 25(5), 1787–1800.