Warning: mkdir(): Permission denied in /home/virtual/lib/view_data.php on line 81

Warning: fopen(upload/ip_log/ip_log_2024-11.txt): failed to open stream: No such file or directory in /home/virtual/lib/view_data.php on line 83

Warning: fwrite() expects parameter 1 to be resource, boolean given in /home/virtual/lib/view_data.php on line 84
Development of a Risk Communication Material on Artificial Food Color Additives for Elementary School Students
Skip Navigation
Skip to contents

Korean J Community Nutr : Korean Journal of Community Nutrition

Search
Advanced Search
OPEN ACCESS
mobile search button mobile menu button

Articles

Page Path
HOME > Korean J Community Nutr > Volume 17(4); 2012 > Article
Original Article
Development of a Risk Communication Material on Artificial Food Color Additives for Elementary School Students
Mun-Hee Ko, Jeong-Weon Kim
Korean Journal of Community Nutrition 2012;17(4):365-375.
DOI: https://doi.org/10.5720/kjcn.2012.17.4.365
Published online: August 31, 2012

Major in Elementary Science & Technology Education for Life, Graduate School of Education, Seoul National University of Education, Seoul, Korea.

1Department of Science & Technology Education for Life, Seoul National University of Education, Seoul, Korea.

Corresponding author: Jeong-Weon Kim, Department of Science & Technology Education for Life, Seoul National University of Education, 96 Seochojoongang-ro, Seocho-gu, Seoul 137-742, Korea. Tel: (02) 3475-2516, Fax: (02) 3475-2263, kimjwe@snue.ac.kr
• Received: March 5, 2012   • Revised: August 6, 2012   • Accepted: August 9, 2012

Copyright © 2012 The Korean Society of Community Nutrition

  • 162 Views
  • 0 Download
next
Full Article

Download PDF Download PDF

  • The purpose of this study was to develop a risk communication material on artificial food color additives for elementary school students. The development was based on a previous study on the perception and information needs of elementary school students on artificial food colors including that the students usually were interested in artificial food colors, but didn't know about those well, and they wanted to get information on the safety of their intake, function and necessity of food color additives. Based on the above results, a comic book on artificial food colors was developed as a risk communication material for the elementary school students by brainstorming and consultation with experts. The book was titled as 'Variegated artificial food colors! Understanding and Eating'. It contained basic information on food additives focused on artificial food colors including definition, function, calculation of ADI, usage of artificial food colors, quizzes and useful web sites, etc. The results of field evaluation for the developed material by 101 elementary school students were very positive in getting the correct information, understanding artificial food colors and having proper attitude for healthy dietary life. Therefore, the developed material could be used to help elementary school students have proper perception on artificial food colors and facilitate the risk communication on food additives.
  • Keywords: artificial food colors; food additives; risk communication material; elementary school students; comic book

This work was supported by Korea Food & Drug Administration Research Fund (2010KFDA-10162식품안012).

  • 1. Baeck BS, Lee YH. Consumer's awareness and policies directions on food additives -focusing on consumer information. J Consum Stud. 2006; 17(3): 133-150.
  • 2. Burrows A. Palette of our palates: A brief history of food coloring and its regulation. Comp Rev Food Sci & Food Safety. 2009; 8: 394-408.
  • 3. Choi JS, Chun HK, Hwang DY, Nam HJ. Consumer perceptions of food-related hazards and correlates of degree of concerns about food. J Korean Soc Food Sci Nutr. 2005; 34(1): 66-74.
  • 4. Choi SH. Dietary intake of food additives by Korean population -Coal tar dye, combined diet intake. A Report KFDA Research Project. 2006; 129-134.
  • 5. Choi SH. Dietary intake of food additives by Korean population -Synthetic food colors. A Report KFDA Research Project. 2010; 50-75.
  • 6. Daily Economy. Did candy make our children be distracted? Children's 50 favoriate food items' survey. 2009; cited 2009 June 16. Available from http://news.mk.co.kr.
  • 7. Hyon SM. Improvement of dietary practices of elementary students through nutrition labeling education. 2006; Seoul: National University of Education; 1-4 MS thesis.
  • 8. Jang ES. The investigation of elementary school studentsexposure to food additives through the published data and the development of education material. 2007; Kyung Hee University; 7-8 MS thesis.
  • 9. KFDA. Knowing tar-based food colors correctly. 2006; Korea Food and Drug Administration; 1-23.
  • 10. Kim HC, Kim MR. Consumer attitudes towards food additives. J East Asian Soc Diet Life. 2005; 15(1): 126-135.
  • 11. Kim HH, Kim JW. Development of risk communication materials on artificial sweeteners based on the perception of elementary students on food additives. J Korean Pract Arts Educ. 2009; 22(3): 145-160.
  • 12. Kim HS. Study on the risk communication of the food. Univ Suwon Thesis Collection. 2004; 22: 581-590.
  • 13. Kim HY, Nam HS, Jung YH, Lee JH, Ha SC. Tar colors in food distributed throughout the Gyeong-in region -Monitoring favorite food items of children near elementary schools. Korean J Food Sci Technol. 2008; 40(3): 243-250.
  • 14. Kim MR. Food safety. 2004; Seoul: Shinjeong; 103-106. 130-137.
  • 15. Kim SM, Kim JW. Development of risk communication strategy and educatioal hompage on food additives. Korean J Community Nutr. 2010; 15(2): 240-252.
  • 16. Ko MH, Kim JW. Seoul elementary school students' perception and information needs on artificial food colorants. Korean J Food Cookery Sci. 2011; 27(6): 487-495.
  • 17. Lee HJ. A study on necessity nutritional education and food additives used for convenience foods. 2008; University of Ulsan; 32-36 MS thesis.
  • 18. Lee YM, Na BJ, Lee YS, Kim SC, Lee DH, Seo IW, Choi SH, Ha SD. Monitoring of tar color content in childen's snack and its exposure assessment. J Food Hyg Saf. 2011; 26(1): 57-63.
  • 19. Min JE. A study on purchase behaviors of processed food and recognitions of food additives for elementary school students and their parents. 2009; Hanyang University; 24-31 MS thesis.
  • 20. Nachay K. A new color palette emerges. Food Technol. 2009; 63(4): 50-62.
  • 21. Nocutnews. Too bad, financial world, the reason to look away children's health right. 2009; cited 2009 July 13. Available from http://www.nocutnews.co.kr.
  • 22. Park M, Park HR, Kim SJ, Kim MS, Kong KH, Kim HS, Gong EJ, Kim ME, Kim HS, Lee BM, Lee J. Risk assessment for the combinational effects of food color additives: Neural progenitor cells and hippocampal neurogenesis. J Toxicol Environ Health A. 2009; 72: 1412-1423.
  • 23. Yang SH, Kim JW. Development of risk communication materials on sulfur dioxide-nitrite based on the perception and needs of elementary students on food additives. J Korean Pract Arts Educ. 2010; 23(1): 51-71.
Fig. 1
The cover page of the comic book developed.
kjcn-17-365-g001.jpg
Fig. 2
An example of the book contents on why artificial food colors are added.
kjcn-17-365-g002.jpg
Fig. 3
Usefulness of the book by the elementary school students (*: 1 not useful at all, 2 not useful, 3 average, 4 useful, 5 very useful).
kjcn-17-365-g003.jpg
Fig. 4
The most useful contents of the book by the elementary school students.
kjcn-17-365-g004.jpg
Fig. 5
The information recognized very well through the book by the elementary school students.
kjcn-17-365-g005.jpg
Fig. 6
Previous misunderstanding on artificial food colors by elementary school students.
kjcn-17-365-g006.jpg
Fig. 7
Further information needs of elementary school students.
kjcn-17-365-g007.jpg
Fig. 8
Elementary school students' impression and opinion on the comic book.
kjcn-17-365-g008.jpg
Table 1
Composition of the questionnaire to evaluate the students' perceptions on artificial food colors
kjcn-17-365-i001.jpg
Table 2
The contents of the comic book developed 'Variegated artificial food colors! Understanding and Eating'
kjcn-17-365-i002.jpg
Table 3
Reflection of the information needs from elementary school students on artificial food colors for the comic book developed
kjcn-17-365-i003.jpg
Table 4
Comparison of correct answering rates of elementary school students before and after reading the comic book on artificial food colors
kjcn-17-365-i004.jpg

***: p < 0.001

Figure & Data

REFERENCES

    Citations

    Citations to this article as recorded by  

      • PubReader PubReader
      • Cite
        CITE
        export Copy Download
        Close
        Download Citation
        Download a citation file in RIS format that can be imported by all major citation management software, including EndNote, ProCite, RefWorks, and Reference Manager.
        Format:
        • RIS — For EndNote, ProCite, RefWorks, and most other reference management software
        • BibTeX — For JabRef, BibDesk, and other BibTeX-specific software
        Include:
        • Citation for the content below
        Development of a Risk Communication Material on Artificial Food Color Additives for Elementary School Students
        Korean J Community Nutr. 2012;17(4):365-375.   Published online August 31, 2012
        DOI: https://doi.org/10.5720/kjcn.2012.17.4.365
        Close
      • XML DownloadXML Download
      Figure
      • 0
      • 1
      • 2
      • 3
      • 4
      • 5
      • 6
      • 7
      We recommend
      Development of a Risk Communication Material on Artificial Food Color Additives for Elementary School Students
      Image Image Image Image Image Image Image Image
      Fig. 1 The cover page of the comic book developed.
      Fig. 2 An example of the book contents on why artificial food colors are added.
      Fig. 3 Usefulness of the book by the elementary school students (*: 1 not useful at all, 2 not useful, 3 average, 4 useful, 5 very useful).
      Fig. 4 The most useful contents of the book by the elementary school students.
      Fig. 5 The information recognized very well through the book by the elementary school students.
      Fig. 6 Previous misunderstanding on artificial food colors by elementary school students.
      Fig. 7 Further information needs of elementary school students.
      Fig. 8 Elementary school students' impression and opinion on the comic book.

      Fig. 1

      Fig. 2

      Fig. 3

      Fig. 4

      Fig. 5

      Fig. 6

      Fig. 7

      Fig. 8

      Development of a Risk Communication Material on Artificial Food Color Additives for Elementary School Students

      Composition of the questionnaire to evaluate the students' perceptions on artificial food colors

      The contents of the comic book developed 'Variegated artificial food colors! Understanding and Eating'

      Reflection of the information needs from elementary school students on artificial food colors for the comic book developed

      Comparison of correct answering rates of elementary school students before and after reading the comic book on artificial food colors

      ***: p < 0.001
      Table 1 Composition of the questionnaire to evaluate the students' perceptions on artificial food colors

      Table 2 The contents of the comic book developed 'Variegated artificial food colors! Understanding and Eating'

      Table 3 Reflection of the information needs from elementary school students on artificial food colors for the comic book developed

      Table 4 Comparison of correct answering rates of elementary school students before and after reading the comic book on artificial food colors

      ***: p < 0.001

      Table 1

      Table 2

      Table 3

      Table 4

      Korean J Community Nutr : Korean Journal of Community Nutrition
      © The Korean Society of Community Nutrition.
      Close layer
      TOP