Home economics education: exploring integrative learning

Janhonen-Abruquah, Hille; Venäläinen, Salla; Malin, Anne; Palojoki, Päivi

doi:10.1080/00131881.2018.1564626

Cited by 8 publications

(5 citation statements)

References 18 publications

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“…In Norway, the Linking Instruction and Student Achievement (LISA) study is the largest of its kind using videos from 50 schools in research on the effects of different classroom instructions on students learning in mathematics and Norwegian language arts (Department of Teacher Education and School Research, n.d.). In recent years, researchers in HE education in Sweden and Finland, which both have subjects similar to Norwegian FH, have also used a video-based approach when conducting classroom research (Bohm et al, 2015(Bohm et al, , 2016Gelinder et al, 2020;Haapaniemi et al, 2019;Lindblom et al, 2016aLindblom et al, , 2016b. Video recordings enable us to capture social interaction in detail, as it captures both verbal and non-verbal communication (Kristensen, 2018).…”

Section: Data Collectionmentioning

confidence: 99%

“Is there any sugar in bread?” A qualitative video analysis of student activating learning tasks in Home Economics

Beinert

Palojoki

Åbacka

et al. 2021

ADNO

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The Norwegian Food and Health (FH) school subject aims to develop students' ability to understand the association between diet and health. Research on FH in Norway indicates that the main focus today is on cooking and the development of practical cooking skills, leaving little emphasis on activities related to the more theoretical aspects of the curriculum. To increase students’ knowledge and skills regarding nutrition and health, we aimed to evaluate three newly developed student-activating learning tasks. Three 6th grade FH classes in Southern Norway participated. Audio and video recording of the learning tasks were used to evaluate the activities. Also, data from focus group discussions with FH teachers and students, which were conducted afterwards, was included in the analysis. By emphasising sociocultural learning and using the skills highlighted as essential in social learning and development as basis for the activities, we found the activities valuable in working with FH. The students’ learning process was stimulated while they engaged with the learning tasks by working in groups, by being active in interaction, dialogue, communication and collaboration, and by being given the opportunity to listen and argue. Language was used as a pedagogical tool and was central in the students’ learning process. Both the students and their teachers valued the active and practical outline of the learning tasks. We propose a stronger emphasis on practical learning tasks in FH, to strengthen the students’ social learning and thus the learning in the subject, by using this as a pedagogical approach in FH classrooms. Keywords: Food and Health, Home Economics, social learning, sociocultural learning, learning tasks, video analysis «Er det sukker i brød?»: En kvalitativ videoanalyse av elevaktive læringsaktiviteter i Mat og Helse Sammendrag Mat og Helse (MH) i skolen har som mål å utvikle elevenes evne til å forstå sammenhengen mellom kosthold og helse. Forskning på MH i Norge indikerer at hovedfokuset i dag er på matlaging og utvikling av praktiske matlagingsferdigheter, med mindre fokus på aktiviteter som retter seg mot det mer teoretiske innholdet i læreplanen. For å øke elevenes kunnskaper og ferdigheter relatert til ernæring og helse, ønsket vi å evaluere tre nyutviklede elevaktive læringsaktiviteter utviklet spesielt til MH-faget. Tre 6. klasser i Sør-Norge var med på utprøvingen av aktivitetene, og lyd- og videoopptak ble brukt til å evaluere aktivitetene. I tillegg ble data fra fokusgruppeintervjuer med MH-lærere og elever, som ble gjennomført i etterkant, inkludert i analysen. Aktivitetene viste seg å være nyttige i arbeidet med MH, ved å legge vekt på sosiokulturell læring og bruke ferdighetene som er trukket fram som essensielle i sosial læring og utvikling, som grunnlag for aktivitetene. Ved å tilrettelegge for at elevene kan jobbe i grupper og ved å oppfordre til interaksjon og dialog, kommunikasjon og samarbeid, og til å lytte og argumentere, ble deres læringsprosess stimulert i arbeidet med oppgavene. I et sosiokulturelt perspektiv er det nærliggende å anta at dette virker positivt på elevenes læringsprosess, siden språket er et sentralt pedagogisk verktøy. Under fokusgruppeintervjuene kom det fram at både elevene og lærerne verdsatte at aktivitetene var elevaktive og praktiske. Basert på dette foreslår vi et større fokus på praktiske læringsaktiviteter i MH for å styrke elevenes sosiale læring, og dermed læring i faget, ved bruke dette som en pedagogisk tilnærming. Nøkkelord: Mat og Helse, sosial læring, sosiokulturell læring, læringsaktiviteter, videoanalyse

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Section: Data Collectionmentioning

confidence: 99%

“Is there any sugar in bread?” A qualitative video analysis of student activating learning tasks in Home Economics

Beinert

Palojoki

Åbacka

et al. 2021

ADNO

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“…As the integrative approach to learning is understood as 'a process, not a fixed body of content' (Klein, 2002, p. 9), it informs pedagogical choices, leaving room for different implementations while affording opportunities to adjust teaching according to pupils' needs as the project or lesson proceeds. Problem-based learning, project learning, inquiry-based learning and phenomenon-based learning are examples of implementations where the integrative approach to learning may be exploited (Haapaniemi, Venäläinen, Malin, & Palojoki, 2019;Spelt et al, 2009). From the viewpoint of pupils, common to these implementations is that their active participation is at the centre of learning, and social interaction and collaboration between pupils is usually encouraged.…”

Section: Integrative Approach To Learningmentioning

confidence: 99%

Amplifying the voice of pupils: using the diamond ranking method to explore integrative and collaborative learning in home economics education in Finland

Janhonen-Abruquah

Venäläinen²,

Malin

et al. 2021

Education Inquiry

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Drawing on a sociocultural approach to learning, this article highlights comprehensive school pupils' perspectives on working style and classroom pedagogy based on the integrative approach to learning. Using the diamond ranking method, seven groups of 8 th grade pupils ranked classroom practices according to their importance for succeeding in integrative and collaborative learning tasks. The study was conducted in the context of home economics education in Finland. Audio and video data were subjected to qualitative content analysis. The results indicate that working style to enhance interthinking and shared commitment to working was considered important, as were several practical elements such as computer use. Utilising knowledge from other school subjects was found to be challenging. The findings suggest that for the participating pupils, collaborative ways of working and the teacher's pedagogical choices in providing tools and framing the task were the keys to successful working.

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“…This study continues to investigate the researchers' interest in an integrative approach to learning (Haapaniemi et al, 2019), that is enabled and challenged by teachers and the teaching practice but not the learning process or results themselves, due to the type of data collected and the teacher-focused theme. Thus, 'integrative teaching' is used to distinguish between this aspect and the wider integrative approach to learning, which includes the pupils' perspective.…”

Section: Integrative Approach To Learningmentioning

confidence: 99%

Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland

Janhonen-Abruquah

Venäläinen²,

Malin

et al. 2020

Journal of Curriculum Studies

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This study builds on previous work in curriculum studies by providing insight into manifestations of the interplay between curriculum traditions, that are interested in education on a global scale and emphasized in the newest curriculum reform in Finland. This reform proposes a shift towards a competency-based curriculum, emphasizes integrative teaching and obligates to multidisciplinary teaching. Here, the suggestions are analysed from teachers' perspectives. This data-based case study uses qualitative content analysis to examine interviews conducted with five teachers from three Finnish schools.The results reveal growing diversity as a result of multiple implementations of integrative teaching in Finland. Autonomy was maintained in teaching activity and provided possibilities for professional development. That being said, some limitations and challenges for integrative teaching were identified. This study argues that the ongoing curriculum reform process, which emphasizes integrative teaching, is a fruitful starting point for expanding teacher autonomy and collaboration. Further study is needed to follow the teachers' changing perceptions of teacher autonomy.

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Home economics education: exploring integrative learning

Cited by 8 publications

References 18 publications

“Is there any sugar in bread?” A qualitative video analysis of student activating learning tasks in Home Economics

“Is there any sugar in bread?” A qualitative video analysis of student activating learning tasks in Home Economics

Amplifying the voice of pupils: using the diamond ranking method to explore integrative and collaborative learning in home economics education in Finland

Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland

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