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Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan
Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Food and Meals in Everyday Life (MEAL). Högskolan Kristianstad, Fakulteten för naturvetenskap, Avdelningen för mat- och måltidsvetenskap.ORCID-id: 0000-0002-8104-7323
2018 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
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.

sted, utgiver, år, opplag, sider
Uppsala: Acta Universitatis Upsaliensis , 2018. , s. 82
Emneord [en]
Home Economics, Food Culture, Cooking, Teaching, Learning, Students with intellectual disabilities., Hem- och konsumentkunskap, matkultur, matlagning, recept, sociokulturella perspektiv, grundsärskolan
Emneord [sv]
Hem- och konsumentkunskap, matkultur, matlagning, recept, sociokulturella perspektiv, grundsärskolan
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-18662OAI: oai:DiVA.org:hkr-18662DiVA, id: diva2:1250011
Opponent
Veileder
Tilgjengelig fra: 2018-09-21 Laget: 2018-09-21 Sist oppdatert: 2018-09-21bibliografisk kontrollert
Delarbeid
1. 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?
Åpne denne publikasjonen i ny fane eller vindu >>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 (engelsk)Inngår i: International Journal of Consumer Studies, ISSN 1470-6431, Vol. 41, nr 5, s. 494-500Artikkel i tidsskrift (Fagfellevurdert) 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.

Emneord
Cooking, home economics, learning, literacy, recipes, socio-cultural theory of learning
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-17055 (URN)10.1111/ijcs.12357 (DOI)000409879600006 ()
Tilgjengelig fra: 2017-07-27 Laget: 2017-07-27 Sist oppdatert: 2018-09-21bibliografisk kontrollert
2. Teaching and learning cooking skills in Home Economics: what do teachers for students with mild intellectual disabilities consider important to learn?
Åpne denne publikasjonen i ny fane eller vindu >>Teaching and learning cooking skills in Home Economics: what do teachers for students with mild intellectual disabilities consider important to learn?
2017 (engelsk)Inngår i: British Food Journal, ISSN 0007-070X, E-ISSN 1758-4108, Vol. 119, nr 5, s. 1067-1078Artikkel i tidsskrift (Fagfellevurdert) 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.

Emneord
Teaching, Cooking skills, Home Economics, Sociocultural theory on learning
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-16997 (URN)10.1108/BFJ-09-2016-0435 (DOI)000402881100009 ()
Tilgjengelig fra: 2017-07-11 Laget: 2017-07-11 Sist oppdatert: 2018-09-21bibliografisk kontrollert

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