Abstract
This article analyzes the effects of food education on cooking methods of luncheons at primary schools and that of food and agriculture education on children through questionnaires. The main conclusions were as follows:
1. Schools where luncheons are cooked in-house or schools that were specified as model schools for food and agriculture education influenced a schoolchild’s knowledge about food and agriculture. However, no effects were observed in their actions and intentions.
2. Experience of growing vegetables at home or experience with agriculture on trips affects a schoolchild’s knowledge, actions, and intentions about food and agriculture.
3. In order to promote food and agriculture education, it would be effective to create an environment where students can feel the connection between their food and agriculture.
