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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

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  • 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).

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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

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        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
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      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

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