Didactic approaches in teaching food related subjecs as part of home economics lessons

Način predstavitve prehranskih vsebin pri predmetu gospodinjstvo vpliva na prehransko znanje učencev. Ob uporabi različnih didaktičnih pristopov so učencem prehranski pojmi predstavljeni na več načinov, kar poglobi njihovo znanje. S pomočjo opravljenih intervjujev s štirimi učiteljicami gospodinjstva in opazovanjem v razredih smo pridobili podatke o didaktičnih pristopih pri poučevanju prehranskih pojmov. V vsakem od opazovanih razredov smo po končani učni uri pridobili tudi mnenje učencev o poteku učne ure. V vzorec učencev je zajetih 109 učenk in učencev 6. razreda osnovne šole. Opažamo, da učiteljice gospodinjstva pojmujejo kakovostno prehransko znanje kot trajno praktično znanje. Želijo si, da bi bilo prehransko znanje in tudi ostale veščine (na primer skrb za zdrav življenjski slog), ki jih obravnavajo pri pouku gospodinjstva, v pomoč učencem ob premagovanju ovir in izzivov na njihovi življenjski poti. To se jim zdi tudi eden ključnih pokazateljev kakovostnega pouka na splošno. Tudi izbira didaktičnih pristopov vpliva na kakovost naučenega. Po njihovi oceni naj bi bilo čim manj frontalne učne oblike, poudarek pa naj bi bil na sodelovalnem učenju. K prenosu znanja iz šolskega konteksta v življenjsko okolje lahko pomembno prispeva izkustveno učenje tudi pri pouku gospodinjstva. Učiteljicam gospodinjstva se zdi prenos znanja v domače okolje ključnega pomena, ob čemer so izpostavile, da bi bilo v ta namen pomembno, da starši pogosteje vključujejo svoje otroke v domače gospodinjstvo. To področje bi bilo potrebno še raziskati.The way of presenting dietary contents for home economics class impacts the pupils’ knowledge of nutrition. Using various didactic approaches, pupils are thought nutritional terms in various ways, which deepens their knowledge. By completing interviews with four home economics teachers and by observing in class, we have gained data on didactic approaches in teaching dietary concepts. In each of the observed classes, we asked pupils about their opinion on the finished class. The model contains 109 sixth grade pupils of an elementary school. We notice that home economics teachers perceive quality dietary knowledge as substantial practical knowledge. They wish that dietary knowledge and other skills (e.g. care for healthy lifestyle), thought in home economics class, are of help for pupils facing obstacles and challenges they meet on their path. This, in their opinions, is also one of the key indicators of a quality class in general. Moreover, choosing didactic approaches affects the quality of acquired knowledge. In their opinion, there should not not be much frontal teaching, and the emphasis should be on collaborative learning. By implementing school knowledge into living environment, experiential learning in home economics class can be of high importance. Home economics teachers believe that implementing knowledge into home environment is of key importance. They emphasize that it is important for parents to integrate their children into housekeeping. This field needs further research