The importance of time frames in Swedish Home and Consumer Studies

Lindblom, Cecilia; Arreman, Inger Erixon; Bohm, Ingela; Hörnell, Agneta

doi:10.1111/ijcs.12256

Cited by 11 publications

(9 citation statements)

References 13 publications

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“…The teachers also specify that they want to teach differently, but that time scarcity is making this difficult. Issues relating to time scarcity has also been raised in Swedish Home Economics classes (Höijer et al, 2011;Lindblom, Erixon Arreman, Bohm, & Hörnell, 2016), where researchers question whether it is possible to fit the curriculum within the limited time frame (Lindblom et al, 2016). Our findings suggest this question is just as relevant in the Norwegian context.…”

Section: Discussionmentioning

confidence: 60%

The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity

et al. 2020

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Current curriculum guidelines emphasise the importance of both nutrition education and the development of practical cooking skills in the school subject Food and Health (FH). This study aimed to explore teachers' and students' perspectives and experiences of current classroom practices in FH. Focus group discussions (FGDs) with teachers and students at three schools in Southern Norway were conducted and thematically analysed. Our findings suggest there is a mismatch between curriculum guidelines and teaching practices. Although teachers understood the benefits of nutrition education, practical cooking activities were prioritised. Three key themes were identified; students and teachers value cooking and limited time, which both explain this mismatch from the perspectives of students and teachers, and pedagogical solutions to resolve the mismatch, which summarises novel learning activities suggested by students and teachers as a solution for this mismatch. There needs to be a focus on comprehensive nutrition education in FH classes, to improve its pedagogical implications and meet the demands of the curriculum. These findings can be used to inform educators and policymakers on how to strengthen nutrition education in FH.

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Section: Discussionmentioning

confidence: 60%

The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity

et al. 2020

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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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“…The teacher often began with a brief introduction to the day's cooking lesson and the recipes to be used, and after that the students began to cook, in pairs or individually. A significant feature of HE is that the students had to work under time pressure, an important time frame (Lindblom et al, ) which needs to be considered. The dishes or the pastries they were making had to be presented as a meal by the end of each lesson, and the kitchen had to be cleaned up and made ready for the next class.…”

Section: Methodsmentioning

confidence: 99%

“…Except for the extended teaching hours, there are many similarities between HE in schools for children with mild ID and regular schools (National Agency for Education, ). For example, HE is both theoretical and practical (Lindblom, Arreman, & Hörnell, ) and focuses on everyday activities, including cooking (National Agency for Education, ), which is considered to be an important part of HE (Lindblom, Erixon Arreman, Bohm, & Hörnell, ). Within the syllabus, cooking is described as knowing the different methods for baking and cooking as well as having the ability to use utensils, technical equipment and recipes.…”

Section: Introductionmentioning

confidence: 99%

Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?

Granberg

Brante

Olsson

et al. 2017

Int J Consumer Studies

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The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics.The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics. K E Y W O R D Scooking, home economics, learning, literacy, recipes, socio-cultural theory of learning

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The importance of time frames in Swedish Home and Consumer Studies

Cited by 11 publications

References 13 publications

The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity

The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes: a missed opportunity

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

Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?

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