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  • 1.
    Brante, Göran
    et al.
    University of Gothenburg.
    Brunosson, Albina
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL).
    To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 2, p. 301-318Article in journal (Refereed)
    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.

  • 2.
    Brante, Göran
    et al.
    University of Gothenburg.
    Brunosson, Albina
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    To double a recipe: interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 2, p. 301-318Article in journal (Refereed)
    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.

  • 3.
    Brunosson, Albina
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Att lära sig laga mat – en del av hem- och konsumentkunskapens didaktik2013Conference paper (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?

  • 4.
    Brunosson, Albina
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Att lära sig laga mat – en del av hem- och konsumentkunskapens didaktik2013Conference paper (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?

  • 5.
    Brunosson, Albina
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Calculating in the kitchen: pupils' understanding of mathematics in recipes2013Conference paper (Other academic)
  • 6.
    Brunosson, Albina
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Calculating in the kitchen: pupils' understanding of mathematics in recipes2013Conference paper (Other academic)
  • 7.
    Brunosson, Albina
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Livsviktigt med hem- och konsumentkunskap2013In: Skånes fria tidning, ISSN 2001-2349, no 14/9Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Korvstoppning, ölbryggeri och ostmakeri. Matnörderiet har kanske aldrig varit så stort som i dag. Men betyder det att vi fått bättre kunskap om maten vi stoppar i oss och hur den blir till? Knappast, menar Albina Brunnosson, lärare vid Högskolan i Kristianstad och doktorand i kostvetenskap vid Uppsala universitet. I veckans debatt skriver hon att behovet av skolans minsta ämne är större än någonsin. Inte minst för jämställdheten.

  • 8.
    Brunosson, Albina
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Livsviktigt med hem- och konsumentkunskap2013In: Skånes fria tidning, ISSN 2001-2349, no 14/9Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Korvstoppning, ölbryggeri och ostmakeri. Matnörderiet har kanske aldrig varit så stort som i dag. Men betyder det att vi fått bättre kunskap om maten vi stoppar i oss och hur den blir till? Knappast, menar Albina Brunnosson, lärare vid Högskolan i Kristianstad och doktorand i kostvetenskap vid Uppsala universitet. I veckans debatt skriver hon att behovet av skolans minsta ämne är större än någonsin. Inte minst för jämställdheten.

  • 9.
    Brunosson, Albina
    Kristianstad University, School of Education and Environment.
    Måltiden i förskolan: en sammanställning2012Report (Other academic)
    Abstract [sv]

    Genom intervjuer med förskolepedagoger har flera behov kunnat utkristallisera sig, ofta är behoven snarlika. Samma behov som Annika Unt Widell har uppmärksammat i sitt arbete med Skolmatens vänner har också förskolepersonalen själva upplevt. Främst handlar det om bristande kunskaper hos pedagogerna när det gäller vilken mat som är nyttig och hälsosam. Brist på de kunskaperna gör också att det är betydligt svårare att försöka skapa hälsosamma matvanor hos barnen, eftersom pedagogerna känner sig rådvilla inför alla nya hälsobudskap och uttalanden om vilken mat som är just hälsosam och bra. Just denna osäkerhet hos pedagogerna kan ses som problematisk då våra matvanor grundläggs tidigt i livet. Ytterligare ett problem som flera av pedagogerna har är att de inte vet hur de ska arbeta pedagogiskt med måltiden. Vidare upplever de pedagoger där maten kommer från ett centralkök att de inte har de möjligheter de hade önskat för att arbeta pedagogiskt med måltiden. De menar också att de är maktlösa och inte kan påverka i en viss riktning, även om de vet hur mat- och måltidssituationen skulle kunna förbättras. För de förskolor som får maten från centralkök väcks också frågor om varmhållning och uppvärmning, alltså en slags livsmedelssäkerhet. En av pedagogerna som jobbar på en förskola där maten tillagas, kan uppleva att kokerskan och pedagogerna är långt ifrån varandra i fråga om mat, barn och måltider. Raka motsatsen är det på exempelförskolan Smultronstället där kokerskan är en självklar del av det pedagogiska arbetet. Vidare har jag också noterat att flera pedagoger skulle önska en handledning för att kunna omvandla styrdokumenten till mat- och måltidssituationer i förskolan.

  • 10.
    Brunosson, Albina
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Måltiden i förskolan: en sammanställning2012Report (Other academic)
    Abstract [sv]

    Genom intervjuer med förskolepedagoger har flera behov kunnat utkristallisera sig, ofta är behoven snarlika. Samma behov som Annika Unt Widell har uppmärksammat i sitt arbete med Skolmatens vänner har också förskolepersonalen själva upplevt. Främst handlar det om bristande kunskaper hos pedagogerna när det gäller vilken mat som är nyttig och hälsosam. Brist på de kunskaperna gör också att det är betydligt svårare att försöka skapa hälsosamma matvanor hos barnen, eftersom pedagogerna känner sig rådvilla inför alla nya hälsobudskap och uttalanden om vilken mat som är just hälsosam och bra. Just denna osäkerhet hos pedagogerna kan ses som problematisk då våra matvanor grundläggs tidigt i livet. Ytterligare ett problem som flera av pedagogerna har är att de inte vet hur de ska arbeta pedagogiskt med måltiden. Vidare upplever de pedagoger där maten kommer från ett centralkök att de inte har de möjligheter de hade önskat för att arbeta pedagogiskt med måltiden. De menar också att de är maktlösa och inte kan påverka i en viss riktning, även om de vet hur mat- och måltidssituationen skulle kunna förbättras. För de förskolor som får maten från centralkök väcks också frågor om varmhållning och uppvärmning, alltså en slags livsmedelssäkerhet. En av pedagogerna som jobbar på en förskola där maten tillagas, kan uppleva att kokerskan och pedagogerna är långt ifrån varandra i fråga om mat, barn och måltider. Raka motsatsen är det på exempelförskolan Smultronstället där kokerskan är en självklar del av det pedagogiska arbetet. Vidare har jag också noterat att flera pedagoger skulle önska en handledning för att kunna omvandla styrdokumenten till mat- och måltidssituationer i förskolan.

  • 11.
    Brunosson, Albina
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. I.
    What is cooking in Home and Consumer Studies?: Home and Consumer Studies and the Swedish school for pupils with mild intellectuall disabilities2012Conference paper (Refereed)
  • 12.
    Brunosson, Albina
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    What is cooking in Home and Consumer Studies?: Home and Consumer Studies and the Swedish school for pupils with mild intellectuall disabilities2012Conference paper (Refereed)
  • 13.
    Brunosson, Albina
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Brante, Göran
    Sepp, Hanna
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Do you know how to double 3/4 of an apple?: Pupils’ understanding of fractions in home and consumer studies2012Conference paper (Refereed)
  • 14.
    Brunosson, Albina
    et al.
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Brante, Göran
    Sepp, Hanna
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Do you know how to double 3/4 of an apple?: Pupils’ understanding of fractions in home and consumer studies2012Conference paper (Refereed)
  • 15.
    Brunosson, Albina
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL).
    Brante, Göran
    University of Gothenburg.
    Sepp, Hanna
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Resrarch environment Food and Meals in Everyday Life (MEAL).
    Mattsson Sydner, Ylva
    Uppsala University.
    To use a recipe – not a piece of cake: students with mild intellectual disabilities’ use of recipes in home economics2014In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 38, no 4, p. 412-418Article in journal (Refereed)
    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.

  • 16.
    Brunosson, Albina
    et al.
    Högskolan Kristianstad.
    Brante, Göran
    Göteborgs universitet.
    Sepp, Hanna
    Högskolan Kristianstad.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    To use a recipe - not a piece of cake: Students with mild intellectual disabilities use of recipes in home economics2014In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 38, no 4, p. 412-418Article in journal (Refereed)
    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.

  • 17.
    Brunosson, Albina
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Bryntorp, Anna
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Nyberg, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Olsson, Viktoria
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Sepp, Hanna
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Wendin, Karin
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    Aspects of cooking in food and meal science2013In: 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 (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.

  • 18.
    Brunosson, Albina
    et al.
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Bryntorp, Anna
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Nyberg, Maria
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Olsson, Viktoria
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Sepp, Hanna
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Wendin, Karin
    Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    Aspects of cooking in food and meal science2013In: 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 (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.

  • 19.
    Granberg, Albina
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Att lära laga mat: matlagning i hem- och konsumentkunskap2016Conference paper (Other (popular science, discussion, etc.))
  • 20.
    Granberg, Albina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Högskolan Kristianstad, Forskningsmiljön Food and Meals in Everyday Life (MEAL).
    Att lära laga mat: matlagning i hem- och konsumentkunskap2016Conference paper (Other (popular science, discussion, etc.))
  • 21.
    Granberg, Albina
    Kristianstad University, School of Education and Environment, Avdelningen för Praktisk-estetiska ämnen.
    De kan inte laga mat längre!: en personlig reflektion om missnöjet över bristande matlagningskunskaper2015In: Klagandets diskurs: matforskare reflekterar / [ed] Christina Fjellström, Uppsala: Acta Universitatis Upsaliensis, 2015Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Granberg, Albina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Högskolan Kristianstad, Avdelningen för Praktisk-estetiska ämnen.
    De kan inte laga mat längre!: en personlig reflektion om missnöjet över bristande matlagningskunskaper2015In: Klagandets diskurs: matforskare reflekterar / [ed] Christina Fjellström, Uppsala: Acta Universitatis Upsaliensis , 2015Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Granberg, Albina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Högskolan Kristianstad.
    Koka sjuda steka: Ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan2018Doctoral 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.

  • 24.
    Granberg, Albina
    Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, Faculty of Natural Science, Avdelningen för mat- och måltidsvetenskap.
    Koka sjuda steka: ett sociokulturellt perspektiv på matlagning i hem- och konsumentkunskap på grundsärskolan2018Doctoral 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.

  • 25.
    Granberg, Albina
    et al.
    Högskolan Kristianstad, Forskningsmiljön Food and Meals in Everyday Life (MEAL). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Mat- och måltidsvetenskap.
    Brante, Göran
    Göteborgs universitet.
    Olsson, Viktoria
    Högskolan Kristianstad.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    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?2017In: International Journal of Consumer Studies, ISSN 1470-6423, E-ISSN 1470-6431, Vol. 41, no 5, p. 494-500Article in journal (Refereed)
    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.

  • 26.
    Granberg, Albina
    et al.
    Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Brante, Göran
    Kristianstad University, School of Education and Environment. University of Gothenburg.
    Olsson, Viktoria
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Faculty of Natural Science, Research Environment Food and Meals in Everyday Life (MEAL).
    Mattsson Sydner, Ylva
    Uppsala universitet.
    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?2017In: International Journal of Consumer Studies, ISSN 1470-6431, Vol. 41, no 5, p. 494-500Article in journal (Refereed)
    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.

  • 27.
    Granberg, Albina
    et al.
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Brante, Göran
    University of Gothenburg.
    Olsson, Viktoria
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Mattsson Sydner, Ylva
    Uppsala University.
    Learning how to cook in Home Economics Education: the role of recipes as learning tools2016In: Childhood in Everyday Life: abstract book, 2016, p. 63-Conference paper (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.

     

  • 28.
    Granberg, Albina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Högskolan Kristianstad, Forskningsmiljön Food and Meals in Everyday Life (MEAL).
    Brante, Göran
    University of Gothenburg.
    Olsson, Viktoria
    Högskolan Kristianstad, Forskningsmiljön Food and Meals in Everyday Life (MEAL).
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Uppsala University.
    Learning how to cook in Home Economics Education: the role of recipes as learning tools2016In: Childhood in Everyday Life: abstract book, 2016, p. 63-Conference paper (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.

     

  • 29.
    Granberg, Albina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Höijer, Karin
    Högskolan Kristianstad.
    Olsson, Viktoria
    Högskolan Kristianstad.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Using the Concept of Cuisine to Understand Learning Opportunities within the Subject of Home Economics: A Qualitative Study in the School for Students with Mild Intellectual DisabilitiesIn: International Journal of Home Economics, ISSN 1999-561X, E-ISSN 1999-561XArticle in journal (Refereed)
  • 30.
    Granberg, Albina
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Uppsala University.
    Olsson, Viktoria
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL).
    Mattsson Sydner, Ylva
    Uppsala University.
    Teaching and learning cooking skills in Home Economics: what do teachers for students with mild intellectual disabilities consider important to learn?2017In: British Food Journal, ISSN 0007-070X, E-ISSN 1758-4108, Vol. 119, no 5, p. 1067-1078Article in journal (Refereed)
    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.

  • 31.
    Granberg, Albina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Högskolan Kristianstad.
    Olsson, Viktoria
    Högskolan Kristianstad.
    Mattsson Sydner, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Teaching and learning cooking skills in Home Economics: What do teachers for students with mild intellectual disabilities consider important to learn?2017In: British Food Journal, ISSN 0007-070X, E-ISSN 1758-4108, Vol. 119, no 5, p. 1067-1078Article in journal (Refereed)
    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.

  • 32.
    Granberg, Albina
    et al.
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Olsson, Viktoria
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL).
    Mattsson Sydner, Ylva
    Uppsala universitet.
    The recipe literacy concept: capturing important aspects of learning how to cook in school2017Conference paper (Other academic)
    Abstract [en]

    Introduction

    In Sweden, the school subject Home Economics (HE) is a potential context for children to learn how to cook and to master artefacts in the cooking practice. The learning process entails a number of events that can be coupled to the children themselves, to the teachers and to various learning tools, like the recipes.

    Aim

    The aim of this study is to investigate various aspects of the process that occur when children with mild intellectual disabilities (ID) learn how to cook in the subject of Home Economics.

    Methods

    Data was collected using two different methods; firstly, using an ethnographic inspired design, sixteen accompanying observations were implemented at lessons in HE. The observations were carried out in kitchen classroom settings where teaching and learning about cooking took place. The field notes were thematically analyzed.

    Secondly, 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.

    Result

    The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. Regarding the teachers, it was found that the skills that they emphasized in relation to learning how to cook included mastering the language of cooking, measuring and following recipes.

    Conclusion

    The results 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. 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. We therefore suggest that the knowledge needed to make use of a recipe can be conceptualized in the novel concept of recipe literacy.

     

  • 33.
    Granberg, Albina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics. Högskolan Kristianstad, Forskningsmiljön Food and Meals in Everyday Life (MEAL).
    Olsson, Viktoria
    Högskolan Kristianstad, Avdelningen för Mat- och måltidsvetenskap.
    Mattsson Sydner, Ylva
    Uppsala universitet.
    The recipe literacy concept: capturing important aspects of learning how to cook in school2017Conference paper (Other academic)
    Abstract [en]

    Introduction

    In Sweden, the school subject Home Economics (HE) is a potential context for children to learn how to cook and to master artefacts in the cooking practice. The learning process entails a number of events that can be coupled to the children themselves, to the teachers and to various learning tools, like the recipes.

    Aim

    The aim of this study is to investigate various aspects of the process that occur when children with mild intellectual disabilities (ID) learn how to cook in the subject of Home Economics.

    Methods

    Data was collected using two different methods; firstly, using an ethnographic inspired design, sixteen accompanying observations were implemented at lessons in HE. The observations were carried out in kitchen classroom settings where teaching and learning about cooking took place. The field notes were thematically analyzed.

    Secondly, 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.

    Result

    The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. Regarding the teachers, it was found that the skills that they emphasized in relation to learning how to cook included mastering the language of cooking, measuring and following recipes.

    Conclusion

    The results 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. 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. We therefore suggest that the knowledge needed to make use of a recipe can be conceptualized in the novel concept of recipe literacy.

     

  • 34.
    Granberg, Albina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Food, Nutrition and Dietetics.
    Sepp, Hanna
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Ett recept för lärande: matlagning på förskola, grundskola och särskola2013In: Nordisk Nutrition, ISSN 1654-8337, no 2, p. 28-30Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Wendin, Karin
    et al.
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Granberg, Albina
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Bryntorp, Anna
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Håkansson, Andreas
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Höjier, Karin
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Nyberg, Maria
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Olsson, Viktoria
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Rothenberg, Elisabet
    Högskolan Kristianstad, Forskningsmiljön Mat, måltid, hälsa i 24-timmarsperspektivet.
    Sepp, Hanna
    Högskolan Kristianstad, Avdelningen för Humanvetenskap.
    Food and Meal Science – a part of academic life The Research Group MEAL – Food and Meal for Everyday Life, Food and Meal Science, Kristianstad University, Sweden2015Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Food and Meal Science is an interdisciplinary research and education field at Kristianstad University with a vision to create a sustainable and healthy society. Here gastronomists (BSc in Food and Meal Science) and teachers in home and consumer studies (MSc in Subject Education) are educated. The field include the areas “Nutrition and Health”, “Food Science” and “Food Culture and Communication”. The BSC-programme comprise science, craftsmanship and creativity. Theory is turned into practice through laborative exercises and working life placements. In 2014, the programme was evaluated to be of “Very high quality” by the Swedish educational authority. Approximately 25 gastronomists graduate yearly and find work opportunities within industry, eg innovations and product development and within the public meal sector.Currently, efforts are made to develop a Masters degree programme for students interested in higher education. The research group MEAL was founded 2013. One of the aims is to reach a holistic understanding of food and meals. Research projects include sensory, consumer and nutritional aspects in relation to age, culture and health. Food habits and behavior are of interest as well as sociological aspects. Further key concepts, such as “cooking” and “meal“, are explored from different angles of the field. The research is a key factor in the academisation of the field and will lay a stable ground for education at MSc-level. Food and meal science has a great opportunity to combine and use aspects from the different areas in order to form a holistic understanding within research and education.

1 - 35 of 35
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