Browsing by Subject "Kotitalous"

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  • Hidén, Mikael; Nieminen, Liisa; Scheinin, Martin; Tuori, Kaarlo (2009)
  • Heikkinen, Tanja (Helsingin yliopisto, 2021)
    Food waste is a global phenomenon that affects many different areas, such as the economy and the environment. Households cause the most food waste in the whole food chain, and if we want to influence and reduce household’s food waste, it is very necessary to study it. A lot of research on household food waste has been done lately. According to activity theory, action always has a target or a goal that actor wants to achieve and actions are always determined by tools. In this study, I investigate what kind of activity the households are doing when trying to avoid food waste. I utilize activity theory and operating system that based on it. I investigate the causes of household food waste, means of reducing and how the operating system appears in the activities of household food waste planning. This study accomplished as a qualitative research. Target group was the people who are interested in reducing food waste. Material for this study was collected using a questionnaire interview with structured and open questions. The questionnaire was sent to the target group through the Facebook food waste group and 89 responses were collected in a short time. The material was analyzed using content analysis. The results of the causes of food waste and the means of reducing it were corresponding with previous research findings. Also in this study peoples own actions, as well as the influence of others contributed to food waste. Proper tools are important when reducing food waste. Proper tools were felt to be necessary, but those availability was mentioned sometimes difficult to get. Also learning and development was seen important when reducing food waste. Experimentalism and courage to try new were also mentioned as important. Many households had also developed their reduction in food waste beyond on their own households, and as well as to the food garbage.
  • Erämo, Ilona (Helsingin yliopisto, 2019)
    Previous research shows signs of gender inequality in comprehensive school, such as gender-based classifications and stereotypes. The assessments of learning outcomes have raised the issue of equality in education, as on the basis of them, girls succeeded over boys in most of the subjects. In addition, these assesments show that in home economics girls´ results were better than boys´ results. This study explores the teaching practices associated above-average learning outcomes of home economics, taking gender differences into account. The aim was to research which teaching practices, on the basis of home economics assessment data, were related to above-average learning outcomes, and which factors explained the differences from students´ and teachers´ perspective. The data is part of the national assessment of learning outcomes in home economics, which took place in 2014 (Venäläinen & Metsämuuronen, 2015). The student data consists of 3541 9th grade students and the teacher data of 163 home economics teachers. Quantitative data was analyzed by multivariate statistical methods: decision tree analysis, traditional explorative factor analysis, and linear regression analysis. As result, a good atmosphere in the classroom, sharing the grade criteria at the beginning of the course and taking the students' ideas and wishes into account were associated with the above-average learning outcomes of home economics. Based on factor analysis, the biggest influence on students' total competence had the diverse teacher (F4), who was characterized by the use of different teaching and assessment methods. The learning outcomes of boys and girls were partly influenced by different practices: boys' outcomes were also raised by a teacher who challenged their own perceptions and helped to reflect issues from the perspectives of their own life (F2). The girls' outcomes were raised by a very professional teacher (F5). To improve learning outcomes the teachers should, i. a., take the students' ideas and expectations into account and explain the criteria for the grade at the beginning of the course. Home economics education should be connected to both girls and boys everyday lives. In particular boys' learning motivation could be improved by bringing the everyday life of boys into the learning contents. Teacher education and in-service training should also ensure that teachers have up-to-date and versatile know-how for using teaching and assessment methods that take diverse learners into account.
  • Niittylä, Saara (Helsingin yliopisto, 2020)
    Aims. The purpose of this study is to investigate how home economic teachers implemented distance teaching during the Covid-19 pandemic in the spring of 2020. The research data was collected by interviewing home economic teachers. The theoretical framework for the research is based on previous research in distance education, the basic curriculum for the home economics and the research on home economics education. The research questions are: 1. How did home economic teachers implement distance teaching during the Covid-19 pandemic? 2. How was communication technology used to teach the home economic skills? 3. How did teaching home economics at distance affect the evaluation? Methods. The material of the study was collected by interviewing six home economic teachers. The interviews were conducted as individual interviews in accordance with the principles of the thematic interview. Research material was analyzed using a qualitative content analysis method. Results and conclusion. The experiences of the home economics teachers were relatively similar. Differences were found in the communication technologies adopted during teaching and partly also in the tasks planned for the students. Experiences in regards to the level of support provided by the school also varied. In terms of evaluation, the assessment of cooperation and interaction skills was found to be challenging during distance teaching.
  • Pellikka, Katri (Helsingin yliopisto, 2018)
    The goal of this master’s thesis is to describe and interpret how everyday food preparation is accommodated in families with teenage vegetarians. This thesis is based on an ecocultural view of proactive and adaptive families (Weisner & Gallimore, 1994; Gallimore et al., 1989; 1993). The data were collected in a family interview that combined theme- and stimulated recall -interviews. The stimulated recall -material was a photo food diary, that the participating youths (n=6) kept for 5–7 days by photographing everything they ate and sending the photos by WhatsApp to the thesis writer. Each diary entry contained a photo and a short set of notes. In the interview the youths described their everyday lives surrounding the photos. Their participating family members (n=8) added to these descriptions to build the frames of everyday life in their families. Discussion themes were also added from a theme interview guide written by the thesis writer. The interview material was analyzed using content analysis. The material was coded and themed by using the Atlas.ti software, after which the results were divided into categories by type. The everyday life food types were named the hedonistic, pragmatic and enabling type. Through these types an understanding was formed about food preparation in everyday life of families with teenage vegetarians and the accommodating actions, which are used in each type of family. The accommodating actions were adapted according to the practices already used in the families. Vegetarian food was given the same kind of meanings, which already existed in the family culture. In the hedonistic type also vegetarian food was made meaningful through its good flavor, which led to adaptation by testing new foods adventurously and making vegetarian food for the whole family. In the hedonistic type vegetarian food was made meaningful, as was nonvegetarian food, through it being fuel for family members enabling other activities. The vegetarian was offered a vegetarian version of non-vegetarian food the other family members ate. In the enabling type family members ate different foods, because each family member had different kinds of liking and needs, and all of these wanted to be catered to. For this to be possible, ready meals and restaurant food was frequently used unless the vegetarian youth made their own food. In conclusion, products made to substitute meat and other animal products, good knowledge on food and cooking, vast resources the families had available and treating food preparation as a hobby made the accommodative activities easier.
  • Lindfors, Kirsti (Helsingin yliopisto, 2020)
    The purpose of this study is to investigate the importance and usability of social media and visuality in home economics. The starting points of the study are the coverage of social media content in relation to home economics’ content areas and the use of social media in home economics. In terms of significance and usability, visuality, that is interpretation and viewing of an image, is playing a major role. Images, which are shared under the name of home economics, give viewers different purposes, and settle into the stream of the image sharing service. According to studies, increasing of social media use has led to browsing where inter-est towards an image and first impression are important. The purpose of sharing images can have many meanings in home economics’ phenomena and home economical thinking. This study focuses on the images shared by the teachers in the image sharing service in social media and the teacher’s images analysed by the pupils. The pupils are looking at the images and interpreting them. The qualitative study used images shared by home economics teachers, from which 50 pub-licly shared images were selected. The images were analysed with qualitative content analy-sis. From the public images, 30 images were selected for the deeper analysis. During the analysis, 11 images with the most answers were selected, and based on these images the themes for reviewing the results were obtained. The teachers’ images which were analysed according to home economics’ content areas mainly produced a result with connection to Food competence and food culture. Other areas occurred only a little in data. In the images selected by the pupils, the content areas appeared similarly. In the interpretation and viewing of the images, 6 themes were selected as the main themes, and based on the main themes analysis of the pupils’ responses was made. The themes were first impression and standing out from the image stream; aesthetics and beauty; knowledge and skill; communality; interest as well as emotions and feelings. The conclusions of the results were: the images shared in social media were mostly related to the content area of Food competence and food culture. The pupils also selected most of the images related to that content area. Through the pupils’ interpretation and viewing of the images, or visuality skills, the teachers can explore their own work and the images they share. For the pupils, the meaning of the image, the interest, and the cultural view of the image, can be very individual.