Teaching and learning cooking skills in Home Economics

Abstract

Purpose The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students with mild intellectual disability (ID) consider important for their students to learn. Design/methodology/approach In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Findings The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered – knowledge on cooking. Practical implications The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students’ specific circumstances and context. Originality/value To the authors’ knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers’ perceptions about the subject and how the teaching is organized, including cooking skills.

Designing the Food and Lifestyle Information Program (FLIP) culinary nutrition intervention for adults with mild‐to‐moderate intellectual disability

“…[19][20][21][22][23][24] Intellectual disability can present unique and complex challenges to food provision and cooking. [25][26][27] Limitations in cognitive function may lead to challenges in reading, interpreting and following recipes; physical limitations may require modification to equipment or techniques used in cooking; whereas the potential for exhibiting challenging behaviours needs to be considered when using items and appliances that could cause harm such as knives, other sharp implements and hot cooking equipment. [25][26][27] Perceived risk of physical injury in preparing meals can be a barrier to people with intellectual disability being included in meal preparation and cooking, which may limit opportunities to develop the skills required for healthy food provision.…”

“…Intellectual disability can present unique and complex challenges to food provision and cooking 25–27 . Limitations in cognitive function may lead to challenges in reading, interpreting and following recipes; physical limitations may require modification to equipment or techniques used in cooking; whereas the potential for exhibiting challenging behaviours needs to be considered when using items and appliances that could cause harm such as knives, other sharp implements and hot cooking equipment 25–27 .…”

Culinary inheritance: a new paradigm of innovating knowledge teaching

“…In Taiwan, there is significant interest in the practical-based learning of culinary management (Mart ınez-Jim enez et al, 2021), and there are many distinctive culinary inheritance teaching methods in the culinary field (Liu et al, 2017). Culinary inheritance teaching refers to the knowledge of ingredients and cooking skills (Granberg et al, 2017), and is a knowledge transfer system inherited from past cultures. Moreover, culinary inheritance is determined by the social and political changes of different times (Cheung, 2013).…”

“…, 2017). Culinary inheritance teaching refers to the knowledge of ingredients and cooking skills (Granberg et al. , 2017), and is a knowledge transfer system inherited from past cultures.…”