Taste as a didactic approach: enabling students to achieve learning goals

TY - JOUR

T1 - Taste as a didactic approach

T2 - enabling students to achieve learning goals

AU - Christensen, Jacob

AU - Wistoft, Karen

PY - 2016/8/30

Y1 - 2016/8/30

N2 - Teaching does not necessarily condition learning, and specific didactic elements do not necessarily condition the best learning outcome; this also applies to ‘food and meal’ lessons in schools. Teachers’ didactic reflections usually reflect the content and form of the teaching, as well as a number of expectations to students’ learning. This article presents the results of a new quantitative study that investigates students’ work with taste in relation to their own expected learning in the subject Food Knowledge, viewed in the light of three didactic elements: motivation, student participation and innovation in school. The method is a questionnaire among students (N= 769) who have competed in Food Fight, a competition that forms part of Food Knowledge. The connection between taste and learning is a relatively unexplored field, and the analysis in this article indicates that the experience of working with taste in Food Knowledge may have an effect on students’ expected learning that is equally positive – or even more so – as that of known didactic elements like student participation and innovation. Therefore, teachers need to create balance between didactic elements and remember to incorporate taste as a didactic approach in enabling students to achieve learning goals.

AB - Teaching does not necessarily condition learning, and specific didactic elements do not necessarily condition the best learning outcome; this also applies to ‘food and meal’ lessons in schools. Teachers’ didactic reflections usually reflect the content and form of the teaching, as well as a number of expectations to students’ learning. This article presents the results of a new quantitative study that investigates students’ work with taste in relation to their own expected learning in the subject Food Knowledge, viewed in the light of three didactic elements: motivation, student participation and innovation in school. The method is a questionnaire among students (N= 769) who have competed in Food Fight, a competition that forms part of Food Knowledge. The connection between taste and learning is a relatively unexplored field, and the analysis in this article indicates that the experience of working with taste in Food Knowledge may have an effect on students’ expected learning that is equally positive – or even more so – as that of known didactic elements like student participation and innovation. Therefore, teachers need to create balance between didactic elements and remember to incorporate taste as a didactic approach in enabling students to achieve learning goals.

KW - Learning goals

KW - Students

KW - Food knowledge

KW - Teaching

KW - Motivation

KW - Innovation

KW - Participatiion

KW - Didactics

KW - Didaktik

KW - Fagdidaktik

KW - Madkundskab

KW - Læring

KW - Grundskole

KW - Didaktik

KW - Fagdidaktik

KW - Madkundskab

KW - Læring

KW - Motivation

KW - Innovation

M3 - Journal article

SN - 1999-561X

VL - 9

SP - 20

EP - 34

JO - International Journal of Home Economics

JF - International Journal of Home Economics

IS - 1

ER -