The Mismatch between Teaching Practices and Curriculum Goals in Norwegian Home Economics Classes: A Missed Opportunity

Y

19

Teaching Methods; Family and Consumer Sciences; Cooking Instruction; Nutrition Instruction; Student Attitudes; Teacher Attitudes; Learning Activities; Curriculum; Alignment (Education); Foreign Countries; Elementary School Students; Secondary School Students; Correlation; Health; Nutrition

10.1080/20004508.2020.1816677

2000-4508

Current curriculum guidelines emphasise the importance of both nutrition education and the development of practical cooking skills in the school subject Food and Health (FH). This study aimed to explore teachers' and students' perspectives and experiences of current classroom practices in FH. Focus group discussions (FGDs) with teachers and students at three schools in Southern Norway were conducted and thematically analysed. Our findings suggest there is a mismatch between curriculum guidelines and teaching practices. Although teachers understood the benefits of nutrition education, practical cooking activities were prioritised. Three key themes were identified; "students and teachers value cooking" and "limited time," which both explain this mismatch from the perspectives of students and teachers, and pedagogical solutions to "resolve the mismatch," which summarises novel learning activities suggested by students and teachers as a solution for this mismatch. There needs to be a focus on comprehensive nutrition education in FH classes, to improve its pedagogical implications and meet the demands of the curriculum. These findings can be used to inform educators and policymakers on how to strengthen nutrition education in FH.

As Provided

2021

EJ1291906