This study was devised to determine the readiness of preschool children to learn about basic concepts of nutrition. Sixty preschool children enrolled in the Utah State University Child Development Laboratory, comprised the sample. Twenty children were taught at home by parents, 20 were taught at the Laboratory, and 20 received no instruction. The curriculum was based on the concept of nutrient density and used the Index of Nutritional Quality (INQ) in developing instructional materials. INQ is an index for comparing the amount of nutrients to the amount of calories in a food. Food Profile Cards, visual representations of this information for non-reading preschoolers, were the main teaching tools. Findings indicate that preschoolers are capable of learning about nutrition using the INQ concept. Mean comparisons of pre and posttest scores on a 12-item nutrition test were significant in the classroom and home-taught groups. Children in either treatment condition improved at significant levels in ability to recognize foods, identify nutrients in foods, and identify nutrient functions in the body.

ABSTRACT This project describes the development and evaluation of two laboratory courses in First Year Biology, each of which is part of a larger full-year course of instruction given by the Biology Department at McMaster University. Introductory Human Physiology is prepared for Physical Education students. Adaptation in the Biological World - a general Biology course - is prepared for Natural Sciences students. Design of the laboratory exercises utilizes a variety of different educational models which are intended to stimulate the students' interest in Biology. The exercises give students first-hand experience with important principles and concepts related to the lecture material. This project stresses the role of the Teaching Assistants who supervise activities in the laboratories and who demonstrate the basic skills we expect students to learn. Conclusions drawn from this project are: 1. The majority of students consider the laboratory courses to be useful. 2. Educational goals established for the courses are being met. 3 • Change and improvement are important ongoing components of the curriculum. 4. As funds become available, we must introduce more interesting techniques and methodologies to the curriculum. 5. It is essential to maintain a high level of efficiency and organization within the team of people associated with laboratories. / Thesis / Master of Science (Teaching)