hkr.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Granberg, Albina, Doktorand i kostvetenskapORCID iD iconorcid.org/0000-0002-8104-7323
Alternative names
Publications (10 of 15) Show all publications
Granberg, A. (2018). Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan. (Doctoral dissertation). Uppsala: Acta Universitatis Upsaliensis
Open this publication in new window or tab >>Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In Swedish schools, the subject Home Economics (HE) is the formal setting for teaching and learning about food and how to cook. All students are obliged to learn HE, but in schools for students with mild intellectual disabilities (ID) students are offered four times as much teaching in the subject than students in regular schools. However, this learning context is underexplored. This thesis aims to create an understanding of what cooking in HE is by studying the teaching content in regard to HE cooking practices for students with mild ID through a sociocultural standpoint. Accompanying observations and qualitative semi-structured interviews were used for data collection. The observations included 16 lessons in HE in schools for students with mild ID. The interviews were conducted with 22 qualified and experienced HE teachers. Field notes from the observations and transcripts from the interviews were analyzed using a thematic analysis. A sociocultural perspective, along with the concept of cuisine, constituted the theoretical framework. The findings reveal that the teaching of cooking in HE is focused on one particular artifact, the recipe. This causes difficulties for the students concerning skills related to the design, purport and arithmetic of the recipe. The prominent role of the recipe in cooking in HE was hence captured in a novel concept, recipe literacy. The teachers also reported using a task-centered approach to teaching certain techniques and methods, such as frying, kneading and simmering. The cuisine that is represented in the data from the observations and interviews is framed within baking, primarily sweet baking. The focus on sweet baking and the students’ various difficulties when using recipes limited the possibilities for students to learn how to cook proper meals for everyday life. Thereby, a conscious choice of dishes and attention to didactics is necessary to improve the validity of the subject. By overcoming such obstacles, opportunities can therefore be created for students with mild ID to learn how to cook.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2018. p. 82
Keywords
Home Economics, Food Culture, Cooking, Teaching, Learning, Students with intellectual disabilities., Hem- och konsumentkunskap, matkultur, matlagning, recept, sociokulturella perspektiv, grundsärskolan, Hem- och konsumentkunskap, matkultur, matlagning, recept, sociokulturella perspektiv, grundsärskolan
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-18662 (URN)
Opponent
Supervisors
Available from: 2018-09-21 Created: 2018-09-21 Last updated: 2018-09-21Bibliographically approved
Granberg, A., Brante, G., Olsson, V. & Mattsson Sydner, Y. (2017). 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?. International Journal of Consumer Studies, 41(5), 494-500
Open this publication in new window or tab >>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?
2017 (English)In: International Journal of Consumer Studies, ISSN 1470-6431, Vol. 41, no 5, p. 494-500Article in journal (Refereed) Published
Abstract [en]

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.

Keywords
Cooking, home economics, learning, literacy, recipes, socio-cultural theory of learning
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-17055 (URN)10.1111/ijcs.12357 (DOI)000409879600006 ()
Available from: 2017-07-27 Created: 2017-07-27 Last updated: 2018-09-21Bibliographically approved
Granberg, A., Olsson, V. & Mattsson Sydner, Y. (2017). Teaching and learning cooking skills in Home Economics: what do teachers for students with mild intellectual disabilities consider important to learn?. British Food Journal, 119(5), 1067-1078
Open this publication in new window or tab >>Teaching and learning cooking skills in Home Economics: what do teachers for students with mild intellectual disabilities consider important to learn?
2017 (English)In: British Food Journal, ISSN 0007-070X, E-ISSN 1758-4108, Vol. 119, no 5, p. 1067-1078Article in journal (Refereed) Published
Abstract [en]

Purpose - The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students withmild 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.

Keywords
Teaching, Cooking skills, Home Economics, Sociocultural theory on learning
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-16997 (URN)10.1108/BFJ-09-2016-0435 (DOI)000402881100009 ()
Available from: 2017-07-11 Created: 2017-07-11 Last updated: 2018-09-21Bibliographically approved
Granberg, A. (2016). Att lära laga mat: matlagning i hem- och konsumentkunskap. In: : . Paper presented at Måltidsakademins seminarium för forskare med anknytning till ämnet måltid & hälsa, Uppsala, 19 maj.
Open this publication in new window or tab >>Att lära laga mat: matlagning i hem- och konsumentkunskap
2016 (Swedish)Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15500 (URN)
Conference
Måltidsakademins seminarium för forskare med anknytning till ämnet måltid & hälsa, Uppsala, 19 maj
Available from: 2016-06-09 Created: 2016-06-09 Last updated: 2018-04-20Bibliographically approved
Granberg, A., Brante, G., Olsson, V. & Mattsson Sydner, Y. (2016). Learning how to cook in Home Economics Education: the role of recipes as learning tools. In: Childhood in Everyday Life: abstract book. Paper presented at The VII Conference on Childhood Studies, 6-8 june 2016, Turku, Åbo (pp. 63).
Open this publication in new window or tab >>Learning how to cook in Home Economics Education: the role of recipes as learning tools
2016 (English)In: Childhood in Everyday Life: abstract book, 2016, p. 63-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction

The school subject Home Economics is a potential context for children to learn how to cook and to master artefacts in the cooking practice. Recipes, used as leaning tools, are part of the Swedish syllabus of Home Economics and an integral part of today’s cooking culture. Despite being a central artefact during cooking lessons, it is known that children have various difficulties using recipes.

Aim

The aim of this study is to investigate what kind of barriers that occur when children with mild intellectual disabilities (ID) use recipes in order to learn how to cook in Home Economics.

Methods

With an ethnographic inspired design, sixteen accompanying observations were used at lessons in Home Economics. The observations were carried out in kitchen classroom settings where teaching and learning about cooking took place. The field notes were thematically analyzed. 

Result

The findings reveal that there were many barriers in the children´s use of recipes. Foremost, attention was drawn to the complex set of knowledge needed to be able to use and understand a recipe in order to learn how to cook. The design and the purport of the recipe has to be comprehended, and in addition, it´s interpretation requires arithmetical knowledge. We therefore suggest that the knowledge needed to make use of a recipe can be conceptualized in the novel concept of recipe literacy.

Conclusion

Recipes turned out to be difficult for the children to use and this must be taken in consideration by the teachers. The concept of recipe literacy can be useable when discussing the use of recipes as learning tools in cooking in Home Economics.

 

National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-15499 (URN)
Conference
The VII Conference on Childhood Studies, 6-8 june 2016, Turku, Åbo
Available from: 2016-06-09 Created: 2016-06-09 Last updated: 2018-04-20Bibliographically approved
Granberg, A. (2015). De kan inte laga mat längre!: en personlig reflektion om missnöjet över bristande matlagningskunskaper. In: Christina Fjellström (Ed.), Klagandets diskurs: matforskare reflekterar. Uppsala: Acta Universitatis Upsaliensis
Open this publication in new window or tab >>De kan inte laga mat längre!: en personlig reflektion om missnöjet över bristande matlagningskunskaper
2015 (Swedish)In: Klagandets diskurs: matforskare reflekterar / [ed] Christina Fjellström, Uppsala: Acta Universitatis Upsaliensis, 2015Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2015
Series
Studia cibi nutritionisque Upsaliensia ; 1
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-14050 (URN)9789155491765 (ISBN)
Available from: 2015-06-17 Created: 2015-06-17 Last updated: 2018-04-20Bibliographically approved
Brante, G. & Brunosson, A. (2014). To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting. Education Inquiry, 5(2), 301-318
Open this publication in new window or tab >>To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting
2014 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 2, p. 301-318Article in journal (Refereed) Published
Abstract [en]

This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils’ (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils’ knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils’ interest and life world can enhance motivation and, in turn, learning.

Keywords
Home and Consumer Studies, interdisciplinary teaching, variation theory, learning study, mathematics
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-12064 (URN)10.3402/edui.v5.23925 (DOI)
Available from: 2014-06-04 Created: 2014-06-04 Last updated: 2018-04-20Bibliographically approved
Brunosson, A., Brante, G., Sepp, H. & Mattsson Sydner, Y. (2014). To use a recipe – not a piece of cake: students with mild intellectual disabilities’ use of recipes in home economics. International Journal of Consumer Studies, 38(4), 412-418
Open this publication in new window or tab >>To use a recipe – not a piece of cake: students with mild intellectual disabilities’ use of recipes in home economics
2014 (English)In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 38, no 4, p. 412-418Article in journal (Refereed) Published
Abstract [en]

Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44 h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.

Keywords
Recipes, education, socio-cultural theory of learning, cooking, home economics, literacy
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-12465 (URN)10.1111/ijcs.12109 (DOI)000340240200012 ()
Available from: 2014-07-28 Created: 2014-07-28 Last updated: 2018-04-20Bibliographically approved
Brunosson, A., Bryntorp, A., Nyberg, M., Olsson, V., Sepp, H. & Wendin, K. (2013). Aspects of cooking in food and meal science. In: Rodrigues, S., Marques, H.A., Franchini, D. & Dias, D. (Ed.), 8th International Conference on Culinary Arts and Sciences: global, national and local perspectives. Paper presented at 8th International Conference on Culinary Arts and Sciences (pp. 206-210).
Open this publication in new window or tab >>Aspects of cooking in food and meal science
Show others...
2013 (English)In: 8th International Conference on Culinary Arts and Sciences: global, national and local perspectives / [ed] Rodrigues, S., Marques, H.A., Franchini, D. & Dias, D., 2013, p. 206-210Conference paper, Published paper (Refereed)
Abstract [en]

Education and research within the interdisciplinary subject food and meal science can be mediated through science, craft and creativity and cooking is a central activity. This paper aims at elucidating some aspects of cooking through the perspectives “Culture and Communication” “Food Science” and “Nutrition and Health”. This was done through a survey among students and teachers. The results stress the importance of an interdisciplinary approach to understand the different aspects of cooking and the prominent view on cooking as a cultural and communicative activity.

Keywords
cooking, food and meal science, education
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-10734 (URN)978-989-8631-08-4 (ISBN)
Conference
8th International Conference on Culinary Arts and Sciences
Available from: 2013-07-01 Created: 2013-06-30 Last updated: 2018-04-20Bibliographically approved
Brunosson, A. (2013). Att lära sig laga mat – en del av hem- och konsumentkunskapens didaktik. In: : . Paper presented at NOFA4, Den fjerde nordiske fagdidaktikkonferansen.
Open this publication in new window or tab >>Att lära sig laga mat – en del av hem- och konsumentkunskapens didaktik
2013 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Det obligatoriska ämnet hem- och konsumentkunskap (hkk) syftar till att elever ska utveckla kunskaper och intresse för hushållets verksamheter. På grundsärskolan i Sverige har elever med lindrig utvecklingsstörning tre gånger så mycket hkk som elever i grundskolan. Den här studien fokuserar på ämnesdidaktik i hkk på grundsärskolan. Mat, måltider och hälsa är ett centralt innehåll i hkk och innefattar hur man lagar mat genom val av matlagningsmetoder, recept, ingredienser och redskap. Att lära sig laga mat har historiskt sett skett genom att man har varit tillsammans med de som behärskar kunskapen och sedan tagit efter. Att kunna laga mat kan ses som kunskaper för livet och kan bidra till mer hälsosamma matvanor. Att förstå hur elever lär sig matlagning är därför något centralt för att utveckla en ämnesdidaktik inom hkk. Syftet med studien är att undersöka och diskutera vilka artefakter som elever möter och använder sig av när de lär sig matlagning i hkk-undervisning. Teoretisk utgångspunkt är sociokulturell teori med särskilt fokus på elevers användning av artefakter. Metoden är deltagande observation. Resultatet visar att elever i de undersökta grupperna har stora svårigheter att använda recept för att lära sig laga mat, ändå är recept något som lärare måste förhålla sig till enligt kursplanen. Hur kan praktiskt kunnande likt matlagning läras ut? Är receptet som instruktion en didaktisk omöjlighet? De spörsmål som studien ger upphov till rör inte enkom elever med särskilda behov, utan förmodligen många andra som behöver lära sig matlagning. Vad kan vara problemet med att göra deltagande observationer i en studie som denna? Vilka likheter och skillnader kan man tala om när det gäller ämnesdidaktik i teoretiska respektive praktiska ämnen?

National Category
Other Social Sciences
Identifiers
urn:nbn:se:hkr:diva-10552 (URN)
Conference
NOFA4, Den fjerde nordiske fagdidaktikkonferansen
Available from: 2013-06-03 Created: 2013-06-03 Last updated: 2018-04-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8104-7323

Search in DiVA

Show all publications