Browsing by Subject "ruokataju"

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  • Leppänen, Pipsa (Helsingin yliopisto, 2020)
    Aims. The purpose of this study was to find out the food choices related to the main meal of the day for the elderly, what factors can be found in the background of the choices, and the attitude of the elderly towards counseling related to food choices. The theoretical framework is based on previous research on food choice, aging and nutrition in the elderly. The concept of food sense is used in the study as one of the supporting concepts of the analysis, and the research questions have been guided by Belasco's (2008) food choice triangle, where the concepts are identity, responsibility and suitability. The main questions of the study are: 1. What food choices do seniors make with the main meal of the day? 2. How do older people justify their food choices? 3. How do older people experience food counseling? Methods. The data were collected by interviewing six retirees over the age of 65. Participants in the study prepared their own meals for the day and independently took care of arranging their own food supply and purchasing food supplies. Two of the participants in the study were men and four were women, among them one couple. The research material was analyzed using the content analysis of the qualitative research. Results and conclusion. The food choices of the main meal of the day were influenced by taste, health, price and reasonableness. The food that was prepared was traditional home cooking. The food was prepared by the participants themselves, and decisions on food choices were made independently by the participants, taking into account general food recommendations and their own state of health. The factors explaining the food choices were one's own taste preferences, the utilization of seasonal raw materials and the suitability of the raw materials for one's own diet. There was not perceived a need for actual nutrition counseling. Information coming through the media was perceived as contradictory and confusing.
  • Hyvönen, Emilia (Helsingin yliopisto, 2020)
    Previous studies have found that sustainability education leaves room for interpretation. Food has been found to be a good means to increase pupils’ understanding of sustainable development. Food as a topic is part of the content of many school subjects and thus it connects the whole school community. School dining has also been seen to have potential as a teaching resource with idle opportunities. The purpose of this thesis is to examine the implementation of sustainability education and school dining in interdisciplinary cooperation. This study aims to find out how sustainability education is understood, how food and school dining could be used more extensively as part of sustainability education across disciplines, and what opportunities and challenges can be seen in interdisciplinary collaboration. A qualitative research strategy was used to analyse the topic. The data consists of theme interviews with nine subject teachers and five food service managers. The data was analysed using thematic analysis, qualitative content analysis and the concept of accounts. Sustainability education was interpreted from the aspects of transversal competence, phenomenal learning and value and attitude education. Food was seen to be a versatile tool and theme to approach the aspects of sustainable development. Also challenges were seen in sustainability education, which were explained to be caused by lack of time and educational material and by the age of pupils and the interpretability of sustainability education. Interviewees saw interdisciplinary cooperation as a useful way of sharing ideas and maintaining a good atmosphere in the school community. Challenges were also seen in it, which were explained by the lack of time, separate plans, and by the challenges in personal chemistry. Educational opportunities were seen in school dining, which interviewees saw could be used through cooperation and by adding more time and resources to it. Interdisciplinary cooperation and the use of food in sustainability education seems to require further development and more time and materials to support the work in schools. A review of the three-level model of food sense from the perspective of the goals of sustainability education shows that it can also be used as a pedagogical model. Further research is needed to find out if the pedagogical model can work also in action.
  • Kiuru, Heidi (Helsingin yliopisto, 2019)
    Research on the environmental impacts of food supply chain has increased interest about food waste. Food waste means wasted food which could have been prevented. Food waste has been researched as part of sustainable food consumption. From perspective of home economics education phenomenon has been researched as part of sustainable food education but empirical research on food waste education has scarcely conducted. This thesis examines home economics teachers’ experiences about food waste and what kind of educational potential home economics as a school subject can provide from the perspective of food waste reduction. It has been seen as a problem that increasing knowledge about food waste does not help households to reduce food waste. The aim of this thesis is to study how home economics education can advance the development of food sense in context of food waste. This thesis was conducted with a qualitative research method by interviewing seven home economics teachers. Material was collected by theme interview. The main themes of the interview were experiences about food waste, activities to reduce the food waste and development of prerequisites to reduce food waste in home economics education. Interviews were conducted during December 2018 and January 2019. Experiences of home economics teachers about food waste and food waste education were analysed with qualitative content analysis. Home economics teachers aim to reduce food waste actively during lessons and outside of them. Food waste education was seen as natural part of cooking and eating practices. Food waste can be prevented by taking into account the opportunities of learning environment and home economics classroom resources. A better teacher and students’ interaction as well as guidance during cooking and eating environments enhance the development of food sense related to food waste reduction. Students’ prejudices towards expiration date or experiencing cleaning and recycling of empty food packages’ as unpleasant are challenging the food sense education.
  • Laukkanen, Noora (Helsingin yliopisto, 2021)
    Childrens and adolescents relationship with food can be supported in various pedagogical methods. Previous research suggests that childrens and adolescents relationship with food can be supported by positive interaction and by emphasizing the pleasurable aspect of eating. The suggested approach can be understood with food and eating relationship framework. The framework is developed by Talvia and Anglé (2018), whose aim is to guide educators on how to fulfil the food and nutrition educational needs of putting the diverse relationship with food and eating into practice. In this study the food and eating relationship framework is applied to home economics teachers perceptions on supporting pupils’ relationship with food. The theoretical framework of this study is based on previous research of food education and attitudes towards food. Previous research takes place on the fields of nutritional science and home economics. A qualitative research was utilized in this study. The data consists of six virtual interviews of home economics teachers. Teachers expressions that are associated with supporting pupils’ relationship with food and eating were first separated from the data. The expressions were analysed and categorized with content analysis methods. The analysis yielded four main categories of which represent home economics teachers perceptions on how to support pupils’ relationship with food. The main categories are offering mental support for the pupil, utilizing positive pedagogy in teaching, creating a safe atmosphere in the learning environment and increasing pupils’ knowledge on the impacts of food and eating. In this study the home economics teachers experience that they can support pupils’ relationship with food in various pedagogical means. According to the results, home economics teachers find both teachers and peers contribution being a meaningful part of supporting pupils’ relationship with food. Both teachers and peers are expected to accept and allow different relationships with food and eating. The whole group is expected to offer mental support for peers and teachers find guiding pupils towards this as their task. Results suggest that home economics teachers find pedagogical skills even more important than home economics skills when the aim is to support pupils’ relationship with food and eating. Area for further research would be how the teachers pedagogical skills promote pupils’ relationship with food and eating.
  • Suonpää, Kati (Helsingin yliopisto, 2019)
    Aims. This thesis discusses the possibilities of participative and action-based food education in home economics education and school mealtimes in comprehensive schools. The aim of this thesis is to discuss how the co-operation and combining of home economics teaching and school lunches can assist in reaching the goals of food education, such as the development of food sense. The study is based on previous research within food education, school lunches and student participation, as well as the national documents for steering education. School mealtimes as situations for formal learning are not vastly studied in Finland. The aim of the participative food education is to help students reach significant goals of well-being and lifelong learning, as well as increase the number of students who eat diversely. Methods. The data were gathered with half-structured thematic interviews. The individual interviews took place in three schools in Helsinki. In each school, either home economics teachers, school catering staff, or both, were interviewed. In total, there were six informants and the interviews were 17-35 minutes. These interviews produced 62 sheets of literal transcriptions. The data is analyzed thematically. The results were interpreted with the help of the definition participation and participativeness (Niemi et al. 2018) and the three-level model of food sense (Janhonen et al. 2018). Results and conclusions. Three main themes were found in the analysis: the educational potential of school lunches, student-led development and inclusion, and school’s adults as enablers of food educational cooperation. The interviewees’ degree of self-awareness of their role as food educators was found to be an important factor behind formal food education. Co-operational food education benefits from the recognition of participation as an aim of pedagogical activities. In addition, different co-operative projects, school celebrations, themes connected with sustainable development, and including students as responsible participants help the co-operation. On the other hand, lack of resources, fragmented nature of employment tasks and schools catering staff’s shortage of education in (food)education prevented the co-operation in this study. The study implies that educational aims midst school lunches are not systematic nor target-oriented, at least as co-operative effort since they lack both resources and action plans on the school level. Utilizing the three-level model of food sense in the evaluation of the realization of food education showed that in the context of formal schooling, the structural changes in methods are challenging to execute or achieved without the support and commitment of school’s adults. This study concludes that the development of formal food education to become more participative demands expertise and time, as well as school’s food educators’ personal passion and interest in the matter.