Perceptions of Cooking Education among High School Students

Hansen, Sydney; Drake, Teresa; Vollmer, Rachel L.

doi:10.1111/fcsr.12305

Cited by 3 publications

(2 citation statements)

References 30 publications

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“…With respect to didactics, My Cookery aims to integrate experiential learning, student co-determination and the active use of taste competences during cooking (Leer & Wistoft, 2018). Recent research has shown that this combination of approaches shows good potential in enhancing student learning outcomes in food education (Christensen and Wistoft, 2016; Hansen et al, 2019 Häikiö et al, 2020; Mäkelä et al, 2018; Ozorak, 2013). However, the implementation of these didactics alongside the provision of children’s cookbook offers a unique way of applying these approaches, and therefore, research on the use of the method is also sparse.…”

Section: My Cookerymentioning

confidence: 99%

Children’s cookbooks – Learning by using recipes, cooking experiments and taste competence

Christensen

Wistoft

2022

Health Education Journal

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Introduction: My Cookery is a children’s cookery book that aims to enhance children’s joy of cooking and develop their cooking skills. It has been distributed to more than 450,000 children in Denmark. The development of the book was infomed by research into food education approaches that are generally known to enhance student outcomes (experiential learning, co-determination and activating taste competences). This article reports on a study which aimed to investigate the effectiveness of the different approaches students use to engage with the cookery book. Method: A survey was conducted among students ( N = 1,609) with experience of using My Cookery. Outcomes were measured in terms of self-assessed learning. Different approaches to use were measured in terms of (1) how recipes were used, (2) whether taste competences were used actively, (3) students’ level of co-determination and (4) school, home and website use, respectively. Through multiple stepwise regression, correlations between student outcome and different methods of usage were analysed. Conclusion: The results indicate that the greatest effect was achieved when students used their taste competences actively. The second-largest effect was linked to students’ home usage. To carry out effective home economics teaching, it may be essential to facilitate processes that reach into the home and ensure taste competences are activated during cooking.

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Section: My Cookerymentioning

confidence: 99%

Children’s cookbooks – Learning by using recipes, cooking experiments and taste competence

Christensen

Wistoft

2022

Health Education Journal

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“…Classroom‐based cooking education has been in existence since the early 1900s as part of home economics courses (Weigley, ). Hansen, Drake, and Vollmer () found high school cooking classes fostered cooking confidence, a sense of community and accomplishment, and development of professional skills such as problem‐solving, teamwork, time management, and improved social skills. Also, Watson et al.…”

Section: Review Of Literaturementioning

confidence: 99%

Integration of Science, Technology, Engineering, and Math into a Food and Nutrition Curriculum in Utah

Merrill

Lawver

2019

Family & Consum Sci Res J

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In 2014, Family and Consumer Sciences teachers in Utah revised the Food and Nutrition Sciences curriculum to strengthen Science, Technology, Engineering, and Math (STEM)‐related content. This study is a needs assessment of the state implementation of the STEM‐enhanced curriculum in 2015–2016. A Borich needs assessment model was used to analyze mean weighted discrepancy scores between teacher‐perceived levels of importance and teacher‐perceived competence for each objective in the new curriculum. The results showed that although teachers felt moderately competent to teach the new curriculum, the highest ranked need for professional development was in Standard 1: Kitchen Safety Procedures and Sanitation. Professional development in STEM‐related content should be conducted with Family and Consumer Sciences teachers in Utah.

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"It just feels like I'm a kid back home, with dinner made for me and the snack cabinet full": College Students' Reflections on Food-related Experiences During the Pandemic

Nigg¹,

Vollmer²,

Drake³

2021

j fam consum sci

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The COVID-19 pandemic has influenced many aspects of life and wellbeing. Eating behaviors and food habits among college students—many leaving campus and returning home mid-semester—were of particular interest for this qualitative study. Reflections from 33 students across 3 courses were analyzed using content analysis. Five major themes emerged from the data: diet changes, minimizing risk, responsibility, silver linings, and food and nutrition knowledge and skills. Several opportunities for family and consumer sciences (FCS) educators and professionals exist to help individuals and families through COVID-19 or to promote FCS classes on college campuses.

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Perceptions of Cooking Education among High School Students

Cited by 3 publications

References 30 publications

Children’s cookbooks – Learning by using recipes, cooking experiments and taste competence

Children’s cookbooks – Learning by using recipes, cooking experiments and taste competence

Integration of Science, Technology, Engineering, and Math into a Food and Nutrition Curriculum in Utah

"It just feels like I'm a kid back home, with dinner made for me and the snack cabinet full": College Students' Reflections on Food-related Experiences During the Pandemic

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