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'Teaching Young Consumers': food safety in home and consumer studies from a teacher's perspective
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
2014 (engelsk)Inngår i: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 38, nr 4, s. 357-366Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In Swedish compulsory school, the subject home and consumer studies (HCS) is an opportunity to create conscious consumers for the future. In Sweden, it has been estimated that half a million cases of foodborne infections occur each year, which has an impact on public health. The numbers of foodborne infections are affected by actions connected to the four Cs in food safety: cooking, cleaning, chilling and cross-contamination. As foodborne infections in many cases are suspected to occur in private households, it is of research interest to study food safety teaching in HCS. The aim of this study was to investigate food safety as a part of HCS education and to provide insights regarding self-reported food safety attitude, knowledge and behaviour among HCS teachers in Swedish compulsory schools. A web-based questionnaire was distributed online in April 2012. A total of 335 teachers across the country participated, representing about one in five HCS teachers in Sweden. A majority of the responding teachers stated food safety as an important part of HCS education. The study indicates that food safety teaching can be done in different ways depending on factors such as working years, formal HCS education and daily routines in the classroom. The food safety routines relevant to a specific learning situation might determine the didactic choices, and thus some other important issues within the framework of the four Cs i.e. cold food storage, heating, storing leftovers, best before date, cooling and cross-contamination might be neglected. When it comes to teaching food safety, there is no guarantee that the four Cs in food safety will be covered. Issues connected to cleaning seemed to occur more frequently in HCS teaching rather than the broader aspects of food safety.

sted, utgiver, år, opplag, sider
2014. Vol. 38, nr 4, s. 357-366
Emneord [en]
Education, home economics, food safety, home and consumer studies, risk, Sweden
HSV kategori
Identifikatorer
URN: urn:nbn:se:uu:diva-231309DOI: 10.1111/ijcs.12108ISI: 000340240200006OAI: oai:DiVA.org:uu-231309DiVA, id: diva2:744379
Tilgjengelig fra: 2014-09-08 Laget: 2014-09-07 Sist oppdatert: 2017-12-05bibliografisk 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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