The purpose of this study was to investigate the knowledge and attitudes of adolescents in Tromsø relating to nutrition; whether pupil behaviour and attitudes regarding nutrition had changed in the tenth grade compared with the eighth grade; and whether this was linked to pupils' home economics lessons in grade 9. In total, 606 adolescents (321 boys and 285 girls) were studied on two different occasions -2002 and 2005. A food frequency questionnaire focusing on 16 different food and beverage groups was used. It investigated knowledge and attitudes, the amounts of food items consumed and the socio-economic situation of the participants and their families.The study produced interesting findings. The boys had surprisingly low knowledge of fruit and vegetables that did not change in a positive direction, between the eighth and tenth grades. The change among the girls was very small and therefore this study concludes that the teaching of home economics had no significant influence on the pupils' knowledge of and attitudes towards eating fruit and vegetables. The study of home economics does not appear to enhance adolescents' skills and attitudes to the extent expected from the curriculum. But there are gender differences at both grades. Changes in the home economics course are necessary to improve children's and adolescents' knowledge and attitudes. Increased focus on the scope and variety of teaching methods will be a key to improvement. Future research is required to understand the potential of the home economics curricula to change adolescents' knowledge about and attitudes to home economics in Norway.

The aim of this study was to investigate the development of food habits in adolescents in Tromsø, whether pupil behaviour regarding food habits had changed in grade 10 compared to grade eight, and whether this was linked to pupils` Home Economics lessons in grade nine.A total of 606 adolescents (321 boys and 285 girls) were studied on two different occasions -2002 and 2005, A food-frequency questionnaire comprising 16 different food and beverage groups was used. The questionnaire also enquired about food habits, the amounts consumed of some food items and the socioeconomic conditions of the participants and their families.The frequency of eating breakfast, lunch and dinner reduced from 8th to 10th grade. No significant differences were found between 8th and 10th graders in their frequency of consuming fruit and vegetables. Tenth graders ate chocolate and snacks more often than 8th graders. Girls reported eating fruit and vegetables more often than boys. This applies to both 8th and 10th graders. Far more pupils from both groups need to eat more fruit and vegetables every day.The conclusion of the study is that food habits change significantly from the 8th to the 10th grade. Further progress must be achieved in addressing the issue of translating the theory of nutritional education into practice. More studies and evidence are required to understand the potential of the Home Economics curricula to change the unhealthy eating trends seen in this and other studies. IntroductionThis article presents the results of a part of a larger study of 8th and 10th grade boys and girls. Grade eight pupils are aged 13, while grade 10 pupils are 15 years old. The aim of the study was to describe, analyse and discuss the differences in food preferences and dietary habits of 8th to 10th graders based on a questionnaire comprising 48 questions, including questions about the pupils' social background.The main question posed in this study is whether pupil behaviour regarding food habits had changed in grade 10 compared to grade eight, and whether this was linked to pupils' home economics lessons in grade nine.This study is one of the few based on a substantial number of grown-up pupils living in a geographical area and climate that has previously been examined only on a small scale. It is one of very few of its kind carried out north of the Arctic Circle. The climate of the coastal areas of Northern Norway is greatly influenced by the North Atlantic Drift and is characterised by mild winters and cold summers -a typical Norwegian west-coast climate. Traditionally, the inhabitants of the west coast of Norway have made a living from small farms and fisheries. Fish and potatoes have been key ingredients in their food habits (Moe, 1997). Today, there is often the influence of international food items such as spaghetti, pizza and tacos. Still, traditional Norwegian food such as porridge, salted fish and meat constitutes a key part of the diet of people living in Northern Norway. The city of Tromsø, also called the Gateway to the Arc...

This article is based on a qualitative study on diet education among student preschool teachers. The problem under discussion is: What does a student preschool teacher learn in his education about food, meals, and nutrition? The material used in the article comprises interviews with student preschool teachers at one university and one college in Norway. Preschool teacher education is a three years university college study with bachelor degree. The survey results show that student preschool teachers do not receive even the most element training, when it comes to food and meals, including nutrients, vitamins, and minerals, although education must prepare them for a job outside the kindergarten. Practical cooking was almost completely absent in their education, including hygiene. Most student preschool teachers did not know what fat they were to use in cooking. Food and senses, allergies, and food and culture were not discussed in their education. There was little correlation between the formal curricula in connection with food and meals and the training the preschool teacher students received in their education.

This study describes the teachers' experiences and views regarding the extent to which the subject food and health promotes health in lower secondary schools. The teachers wish to build their teaching on the pupils' assumptions and references, but they find this problematical because they have little or no knowledge of their pupils. In addition to support from the homes, the teachers point to sufficient economic resources in the schools, as well as resources in the shape of time and collegial support, as important factors in the realization of the subject. Although the teachers feel that they have the support they need in their work, very few have the organizational structures to lean on in their work, so that cooperation is barely internalized. Health-promoting work should be anchored throughout the organization, to achieve sufficient strength and effectiveness. Structural relationships within the organization, through organization management, are important for the teachers' work with the subject.

Artikkelen baserer seg på kvalitative forskningsintervjuer med styrere og pedagogiske ledere om hvordan barnehager imøtekommer muslimske foreldres ønsker om tilpasning til islamske spiseforskrifter. Resultatet viser at barnehagen baserer seg på to hovedstrategier i sin tilpasning – enten å servere mat som alle kan spise, eller ulike typer mat der muslimske barn kan spise ett av alternativene. Artikkelen drøfter strategiene barnehagen velger i forhold til samarbeid med foreldre og hvordan begrunnelser dels er pragmatiske og dels er pedagogisk forankretThis article is based on qualitative research interviews with staff in Norwegian kindergartens and has a particular focus on how kindergartens meet Muslim parents’ wish that the kindergartens adapts meals to Islam’s regulations on food. The result shows that the kindergarten’s strategies can be divided in two main strategies: Either to serve food that everyone can eat (also Muslim children), or to serve different types of food where Muslim children can eat one of the options. The article discusses strategies kindergartens choose in relation to cooperation with parents and how arguments are partly pragmatic and partly educational anchored.