Food in science, science in food – Interdisciplinarity in science/chemistry and home economics lower secondary curricula across three countries

Figures & data

Table 1. Curriculum texts included in analysis (Swe2019 ≈ Swe2011, therefore, not analysed separately).

Country	Year	Abbreviation	Subject	Parts included in analysis	Total word count of analysed text
Finland	2014	Fin2014	Chemistry	Objectives of instruction Key content areas	802
			Home economics		417
Norway	2006/13	Nor2006/13	Science	Competence aims	603
			Food and health		218
	2020	Nor2020	Science		350
			Food and health		170
Sweden	2011	Swe2011	Chemistry	Core content	335
			Home and consumer science		276
	2019	Swe2019	Chemistry		358
			Home and consumer science		257

Figure 1. Proportionally, how much of curricular goals in science/chemistry can potentially be taught related to food, and likewise which proportion of goals in home economics can be taught related to science/chemistry? (Colours corresponding to country as given in legend. Average calculated as the number of curricular goals with at least one coding divided by total number of goals in respective text).

Table 2. Selected quotes from the curricula for ‘clearly < … >’ and ‘nature of < subject > and multiliteracy’. See Appendix for more examples of coding instances.

Clearly food (in S/C)	The pupils familiarise themselves with carbon and its compounds as well as nutrients (Fin2014) [p]rovide examples of how Sami people make use of resources in nature (Nor2006/13). [d]escribe the greenhouse effect and [give an] account [of] for factors that can bring about [cause] global climate change (Nor2020). Content [constituents?] of food and beverages and their importance for health (Swe2011/19).
Clearly chemistry (in HE)	The planning and implementation of meals and different meal occasions guide the pupils to consider their choices and habits related to food and eating from the viewpoints of nutritional recommendations, food safety, the food chain, food knowledge and skills, economical and ethical choices as well as reliable information related to food (Fin2014). [a]ssess the content of energy and nutrients in food and beverages and apply the findings when preparing food (Nor2006/13). [e]xplain which nutrients foods contain (Nor2006/13).
Clearly natural sciences (in HE)	[t]o guide and encourage the pupil to select and use materials, utensils, appliances, and information and communication technology in a way that promotes well-being and sustainable consumption (Fin2014). [p]rovide examples of how kitchen utensils, methods of preparation or eating habits have changed over time or moved geographically and explain how this has influenced people's lives (Nor2006/13). [c]ritically evaluate [assess] information on food production [manufacture] and discuss how consumer power can influence local and global food production [manufacture] (Nor2020). How food and other goods are produced and transported, and how they impact the environment and health (Swe2011/19).
Nature of HE and multiliteracy (in S/C)	[t]o encourage the pupil to formulate questions about studied phenomena and to further develop the questions to serve as a basis for research and other activities (Fin2014). [i]dentify natural science arguments, facts and assertions in texts and visual information from newspapers, brochures and other forms of media and evaluate the content of these in a critical manner (Nor2006/13). [g]ive examples of and discuss current dilemmas related to the exploitation [use] of natural resources and loss of biodiversity (Nor2020). Critical examination of information and arguments which pupils meet in different sources and societal discussions related to chemistry (Swe2011/19).
Nature of science and multiliteracy (in HE)	[t]o guide the pupil to practice listening, constructive discussion, and argumentation in the planning and implementation of learning assignments (Fin2014). [u]se digital tools to assess the content of energy and nutrients in food and beverages and apply the findings when preparing food (Nor2006/13). [a]ccount for and critically evaluate [assess] claims, recommendations and information about diet and health (Nor2020). Different methods of baking and cooking. How choice of method influences the work process and results (Swe2011/19).

Figure 2. The number of instances marked with the various ITI codes across the curricula. Average is the number given for the two Norwegian curricula (no. goals coded/no. goals total). Bar colours correspond to the country as shown in legend, grey bar is the average value across curricula (average calculated as the number of curricular goals with at least one coding divided by total number of goals).

Figure 3. The number of aims coded with the various ITI codes in two consecutive Norwegian curricula. Red bar denotes Nor2006/13, pink bar denotes Nor2020.

Figure 4. Number counts of theme codes in the four curricula. Red denotes Norwegian curricula (average count of the two), yellow denotes Swe2011/19, blue denotes Fin2014.

Figure 5. Contingency table of the number of instances of ITI codes and theme codes in science/chemistry curricula. The intensity of colour correlates with the number of instances coded for ease of reading. The numbers are counts within the parts of curricula already coded clear or potential instances of ITI.

Figure 6. Contingency table of the number of instances of ITI codes and theme codes in home economics curricula. The intensity of colour correlates with the number of instances coded for ease of reading. The numbers are counts within the parts of curricula already coded clear or potential instances of ITI.