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Food safety teaching influenced by frames, traditions and subjective selections
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
University of Helsinki. (Department of Teacher Education)
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
2017 (engelsk)Inngår i: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561X, Vol. 10, nr 1, s. 79-88Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In Sweden, Home and consumer studies (HCS) are mandatory for all students in compulsory school. This means that schools have the possibility to educate all future consumers in Sweden. Qualitative interviews were performed with ten HCS teachers. A thematic content analysis was performed on the transcribed interviews. Three themes were found, which all had the potential to influence the teachers' didactic choices. Frame control includes different frames within the school, for example, budget, lesson time, syllabus, which could imply limitations on the teaching. HCS teaching was characterised by many similarities and routines, which were often performed without reflection, and these were included in the theme Traditional HCS learning environment. The third theme Subjective selections were characterised by the teachers' individual experiences, knowledge and risk perception. The result indicates that important food safety risk areas risked being neglected or minimalised in the HCS teaching due to limiting frames, non-reflective HCS teaching traditions, or the teachers' lack of knowledge and risk awareness. This could have consequences for what is transferred to the students and thereby influence the student's learning process in relation to food safety.

sted, utgiver, år, opplag, sider
2017. Vol. 10, nr 1, s. 79-88
Emneord [en]
food safety, learning, teaching, home and consumer studies, didactic
HSV kategori
Identifikatorer
URN: urn:nbn:se:uu:diva-317269OAI: oai:DiVA.org:uu-317269DiVA, id: diva2:1080909
Tilgjengelig fra: 2017-03-12 Laget: 2017-03-12 Sist oppdatert: 2018-03-22bibliografisk kontrollert
Inngår i avhandling
1. Food Safety Learning in Home and Consumer Studies: Teachers' and Students' Perspectives
Åpne denne publikasjonen i ny fane eller vindu >>Food Safety Learning in Home and Consumer Studies: Teachers' and Students' Perspectives
2017 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis was to explore food safety as part of Home and consumer studies (HCS) education in Swedish compulsory school.

Firstly, a nationwide web-based questionnaire was performed among HCS teachers to obtain an overall picture of their knowledge, behaviour and attitudes regarding food safety.  The second study was a questionnaire among school Year 9 students, where the data were collected using a student response system. The questions were related to the students’ food safety knowledge and behaviour, as well as cooking habits and sources of food safety knowledge and trust. Finally, qualitative interviews were performed among HCS teachers regarding their didactic choices of teaching content.

The results indicated a routine behaviour connected to cleaning practices and teaching regarding different perishable food to differ between teachers. The students’ food safety knowledge and behaviour were reported to be inadequate, especially among boys, and that students might leave school without having learnt even basic food safety principles. Mothers and thereby the home were reported to be an important as well as a trusted source of food safety knowledge, especially among the girls. Boys reported HCS to also be an important as well as trusted source, especially students that rarely or never reported to cook at home. For those students HCS must be seen as particularly valuable. To increase the students’ learning, the teaching needs to be related to the students’ everyday practices and to be more reflective in order for it to be practiced outside the HCS classroom. The teachers’ didactic choices could imply consequences for the students’ food safety learning and a need for more education and updated information for the teachers was noticed.

In summary, the results indicate that risk areas related to all the Four Cs in Food safety (Cooking, Cleaning, Chilling and avoidance of Cross-contamination) need to be highlighted in HCS teaching and for food safety to become a conscious didactic choice for the teachers.  As teaching regarding food safety in HCS seem to differ it needs to be highlighted in HCS policy documents to ensure equivalent food safety learning for all students in compulsory school.

sted, utgiver, år, opplag, sider
Uppsala: Acta Universitatis Upsaliensis, 2017. s. 81
Serie
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, ISSN 1652-9030 ; 139
Emneord
Learning, Food safety, Education, Didactic, Risk, Food hygiene, Trust, Students', Teachers', Compulsory school
HSV kategori
Forskningsprogram
Kostvetenskap
Identifikatorer
urn:nbn:se:uu:diva-317337 (URN)978-91-554-9849-8 (ISBN)
Disputas
2017-05-05, A1:111a, BMC, Husargatan 3, Uppsala, 13:15 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2017-04-13 Laget: 2017-03-13 Sist oppdatert: 2017-04-21

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