TEACHING THEORIES OF HUNGER AND EATING - OVERCOMING STUDENTS MISCONCEPTIONS

Questionnaire data suggest that students' preconceptions about hunger and eating are inconsistent with contemporary theories. In general, st udents adhere to a set-point model, whereas current research indicates that the feeding system prevents energy deficits rather them reacts t o them. Instructors should explicitly describe students' preconception s about hunger and eating, discuss the incompatibility of these precon ceptions with the empirical evidence, and introduce contemporary theor ies as alternative conceptions. This approach is effective both in ove rcoming students' misconceptions, about hunger and eating and in incre asing student involvement.