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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?
Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Food and Meals in Everyday Life (MEAL). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Mat- och måltidsvetenskap.ORCID-id: 0000-0002-8104-7323
Högskolan Kristianstad, Sektionen för lärande och miljö. University of Gothenburg.
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Mat- och måltidsvetenskap. Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Food and Meals in Everyday Life (MEAL).ORCID-id: 0000-0003-2450-066X
Uppsala universitet.
2017 (Engelska)Ingår i: International Journal of Consumer Studies, ISSN 1470-6431, Vol. 41, nr 5, s. 494-500Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
2017. Vol. 41, nr 5, s. 494-500
Nyckelord [en]
Cooking, home economics, learning, literacy, recipes, socio-cultural theory of learning
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:hkr:diva-17055DOI: 10.1111/ijcs.12357ISI: 000409879600006OAI: oai:DiVA.org:hkr-17055DiVA, id: diva2:1128639
Tillgänglig från: 2017-07-27 Skapad: 2017-07-27 Senast uppdaterad: 2018-09-21Bibliografiskt granskad
Ingår i avhandling
1. Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan
Öppna denna publikation i ny flik eller fönster >>Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan
2018 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Uppsala: Acta Universitatis Upsaliensis, 2018. s. 82
Nyckelord
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
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
urn:nbn:se:hkr:diva-18662 (URN)
Opponent
Handledare
Tillgänglig från: 2018-09-21 Skapad: 2018-09-21 Senast uppdaterad: 2018-09-21Bibliografiskt granskad

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Granberg, AlbinaBrante, Göran

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Granberg, AlbinaBrante, GöranOlsson, Viktoria
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Forskningsmiljön Food and Meals in Everyday Life (MEAL)Avdelningen för Mat- och måltidsvetenskapSektionen för lärande och miljö
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