Since nutrition education is a topic to be introduced into primary teaching this study examines the contents of primary school books of the cantons of Basle and Berne regarding this matter. Direct nutrition education, knowledge on nutrition presented and indirect images of nutritional behaviour as given in the books are analysed. Only few direct contents concerning nutrition education were found and these were not in line with updated theories. Knowledge on food and nutrition is fragmentary (e.g. when the path of a food item into a meal ought to be described). The indirect message is transmitting a traditional, uncritical view, and supportive of sweet consumption. Findings show an urgent need for adaption of primary school books on modern nutritional knowledge.
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