1,919
Views
0
CrossRef citations to date
0
Altmetric
Articles

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

ORCID Icon, ORCID Icon & ORCID Icon
Pages 1485-1505 | Received 22 Dec 2022, Accepted 10 May 2023, Published online: 23 May 2023

References

  • Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
  • Borkenhagen, C. (2017). Evidence-based creativity: Working between art and science in the field of fine dining. Social Studies of Science, 47(5), 630–654. https://doi.org/10.1177/0306312717725204
  • Brante, G., & Brunosson, A. (2014). To double a recipe – Interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting. Education Inquiry, 5(2), 23925. https://doi.org/10.3402/edui.v5.23925
  • Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50–73. https://doi.org/10.1002/tea.20269
  • Cassidy, M., & Puttick, G. (2022). “Because subjects don’t exist in a bubble”: Middle school teachers enacting an interdisciplinary curriculum. Journal of Science Education and Technology, 31(2), 233–245. https://doi.org/10.1007/s10956-021-09951-y
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Colucci-Gray, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing steam education through creative pedagogies for 21st learning: How can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? British Educational Research Association (BERA).
  • Dahlin, B. (2001). The primacy of cognition – or of perception? A phenomenological critique of the theoretical bases of science education. Science & Education, 10(5), 453–475. https://doi.org/10.1023/A:1011252913699
  • Dahlin, B. (2003). The ontological reversal: A figure of thought of importance for science education. Scandinavian Journal of Educational Research, 47(1), 77–88. https://doi.org/10.1080/00313830308606
  • Dewey, J. (1938). Experience and education. Kappa Delta Pi/Touchstone.
  • Dolfing, R., Prins, G. T., Bulte, A. M. W., Pilot, A., & Vermunt, J. D. (2021). Strategies to support teachers’ professional development regarding sense-making in context-based science curricula. Science Education, 105(1), 127–165. https://doi.org/10.1002/sce.21603
  • Erduran, S., Guilfoyle, L., & Park, W. (2022). Science and religious education teachers’ views of argumentation and its teaching. Research in Science Education, 52(2), 655–673. https://doi.org/10.1007/s11165-020-09966-2
  • EURYDICE. (2019, 12 August 2021). Norway to implement new curricula at primary and secondary school levels in 2020. European Commission. https://eacea.ec.europa.eu/national-policies/eurydice/content/norway-implement-new-curricula-primary-and-secondary-school-levels-2020_en
  • Fooladi, E. (2020a). Between education and opinion-making - dialogue between Didactic/Didaktik models from science education and science communication in the times of a pandemic. Science & Education, 29(5), 1117–1138. https://doi.org/10.1007/s11191-020-00156-0
  • Fooladi, E. (2020b). Taste as science, aesthetic experience and inquiry. In P. Burnard & L. Colucci-Gray (Eds.), Why science and art creativities matter: STEAM (re-)configurings for future-making education (pp. 358–380). Brill | Sense. https://doi.org/10.1163/9789004421585_020.
  • Fooladi, E., & Hopia, A. (2013). Culinary precisions as a platform for interdisciplinary dialogue. Flavour, 2(6), 1–4. https://doi.org/10.1186/2044-7248-2-6
  • Fooladi, E., Hopia, A., Lasa, D., & Arboleya, J.-C. (2019). Chefs and researchers: Culinary practitioners’ views on interaction between gastronomy and sciences. International Journal of Gastronomy and Food Science, 15, 6–14. https://doi.org/10.1016/j.ijgfs.2018.11.003
  • Fooladi, E. C. (2021). Teaching argumentation and inquiry through culinary claims. In R. Burke, A. Kelly, C. Lavelle, & H. This vo Kientza (Eds.), Handbook of molecular gastronomy - Scientific foundations, educational practices, and culinary applications (pp. 643–650). CRC Press.
  • Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976. https://doi.org/10.1080/09500690600702470
  • Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33(6), 817–837. https://doi.org/10.1080/09500693.2010.493185
  • Halinen, I., Harmanen, M., & Mattila, P. (2015). Making sense of complexity of the world today: Why Finland is introducing multiliteracy in teaching and learning. In V. Bozsik (Ed.), Improving literacy skills across learning. CIDREE yearbook 2015 (pp. 136–153). Hungarian Institute for Educational Research and Development (HIERD).
  • Heldke, L. (1992). Foodmaking as a thoughtful practice. In D. W. Curtin, & L. Heldke (Eds.), Cooking, eating, thinking: Transformative philosophies of food (pp. 203–229). Indiana University Press.
  • Herranen, J., Fooladi, E. C., & Milner-Bolotin, M. (2021). Editorial: Special issue “Promoting STEAM in Education”. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 1–8. https://doi.org/10.31129/LUMAT.9.2.1559
  • Herranen, J., Kousa, P., Fooladi, E., & Aksela, M. (2019). Inquiry as a context-based practice – A case study of pre-service teachers` beliefs and implementation of inquiry in context-based science teaching. International Journal of Science Education, 41(14), 1977–1998. https://doi.org/10.1080/09500693.2019.1655679
  • Hopia, A., & Fooladi, E. (2019). A pinch of culinary science - Boiling an egg inside out and other kitchen tales. CRC Press, Taylor & Francis Group.
  • IFHE. (2008). Home economics in the 21st century position statement. International Federation for Home Economics. https://www.ifhe.org/fileadmin/user_upload/Publications/IFHE_Position_Paper_HE_21st_Century.pdf
  • Illeris, K. (2009). Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged? International Journal of Lifelong Education, 28(2), 137–148. https://doi.org/10.1080/02601370902756986
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
  • Karisan, D., & Zeidler, D. L. (2017). Contextualization of nature of science within the socioscientific issues framework: A review of research. International Journal of Education in Mathematics Science and Technology, 5(2), 139–152. https://doi.org/10.18404/ijemst.270186
  • King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science Education, 48(1), 51–87. https://doi.org/10.1080/03057267.2012.655037
  • King, D., & Ritchie, S. M. (2012). Learning science through real-world contexts. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 69–79). Springer Netherlands, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_6
  • Lee, H., Lee, H., & Zeidler, D. L. (2020). Examining tensions in the socioscientific issues classroom: Students’ border crossings into a new culture of science. Journal of Research in Science Teaching, 57(5), 672–694. https://doi.org/10.1002/tea.21600
  • McGregor, S. L. T. (2011). Home economics as an integrated, holistic system: Revisiting Bubolz and Sontag's 1988 human ecology approach. International Journal of Consumer Studies, 35(1), 26–34. https://doi.org/10.1111/j.1470-6431.2010.00920.x
  • McGregor, S. L. T. (2016). Transdisciplinary professionalism for home economics. International Journal of Home Economics, 9(1), 54–71.
  • Muñoz-Campos, V., Franco-Mariscal, A.-J., & Blanco-López, Á. (2020). Integration of scientific practices into daily living contexts: A framework for the design of teaching-learning sequences. International Journal of Science Education, 42(15), 2574–2600. https://doi.org/10.1080/09500693.2020.1821932
  • Naidoo, D. (2010). Losing the “purity” of subjects? Understanding teachers’ perceptions of integrating subjects into learning areas. Education as Change, 14(2), 137–153. https://doi.org/10.1080/16823206.2010.518001
  • Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. https://doi.org/10.1126/science.1183944
  • Poirier, S., Remsen, M. A., & Sager, M. (2017). Teaching and learning in family and consumer sciences education: Thriving in challenging times. International Journal of Home Economics, 10(2), 17–29.
  • Pountney, R., & McPhail, G. (2017). Researching the interdisciplinary curriculum: The need for ‘translation devices’. British Educational Research Journal, 43(6), 1068–1082. https://doi.org/10.1002/berj.3299
  • Ramadier, T. (2004). Transdisciplinarity and its challenges: The case of urban studies. Futures, 36(4), 423–439. https://doi.org/10.1016/j.futures.2003.10.009
  • Rennie, L. J., Venville, G., & Wallace, J. (2011). Learning science in an integrated classroom: Finding balance through theoretical triangulation. Journal of Curriculum Studies, 43(2), 139–162. https://doi.org/10.1080/00220272.2010.509516
  • Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263–291. https://doi.org/10.1002/sce.10113
  • Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1–42. https://doi.org/10.1080/03057260802681839
  • Sutton, D. (2006). Cooking skill, the senses, and memory: The fate of practical knowledge. In E. Edwards, C. Gosden, & R. B. Phillips (Eds.), Sensible objects: Colonialism, museums and material culture (pp. 87–118). Berg.
  • Swedish National Agency for Education. (2011/2019). Curriculum for the compulsory school, preschool class and the leisure-time center. Swedish National Agency for Education. https://www.skolverket.se/andra-sprak-other-languages/english-engelska
  • The Finnish National Board of Education. (2014). National curriculum for basic education. The Finnish National Board of Education. https://www.oph.fi/en
  • The Norwegian Ministry of Education and Research. (2006/2013). National curriculum for knowledge promotion in primary and secondary education and training. The Norwegian Ministry of Education and Research. https://www.udir.no/in-english
  • The Norwegian Ministry of Education and Research. (2020). National curriculum for primary, lower secondary and upper secondary education. The Norwegian Ministry of Education and Research. https://www.udir.no/in-english/curricula-in-english
  • This, H. (2009). Molecular gastronomy, a scientific look at cooking. Accounts of Chemical Research, 42(5), 575–583. https://doi.org/10.1021/ar8002078
  • Tuomisto, M. (2021). Unpublished Work.
  • Tuomisto, M., Haapaniemi, J., & Fooladi, E. (2017). Close neighbours, different interests? Comparing three Nordic Home Economics curricula. International Journal of Home Economics, 10(2), 121–131.
  • Turkki, K. (2015). Envisioning literacy to promote sustainable wellbeing. In V. W. Thoresen, D. Doyle, J. Klein, & R. J. Didham (Eds.), Responsible living: Concepts, education and future perspectives (pp. 151–178). Springer International Publishing. https://doi.org/10.1007/978-3-319-15305-6_11
  • Vega, C., & Ubbink, J. (2008). Molecular gastronomy: A food fad or science supporting innovative cuisine? Trends in Food Science & Technology, 19(7), 372–382. https://doi.org/10.1016/j.tifs.2008.01.006
  • Venville, G., Rennie, L., & Wallace, J. (2004). Decision making and sources of knowledge: How students tackle integrated tasks in science, technology and mathematics. Research in Science Education, 34(2), 115–135. https://doi.org/10.1023/B:RISE.0000033762.75329.9b
  • Venville, G., Rennie, L. J., & Wallace, J. (2012). Curriculum integration: Challenging the assumption of school science as powerful knowledge. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 24, pp. 737–749). Springer Netherlands, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_49
  • Venville, G. J., Wallace, J., Rennie, L. J., & Malone, J. A. (2002). Curriculum integration: Eroding the high ground of science as a school subject? Studies in Science Education, 37(1), 43–83. https://doi.org/10.1080/03057260208560177
  • Wei, B., & Long, F. (2021). Teaching chemistry in context: What we know from teachers’ lesson plans. International Journal of Science Education, 43(8), 1208–1227. https://doi.org/10.1080/09500693.2021.1905906
  • Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x