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Marion Rutland - One of the best experts on this subject based on the ideXlab platform.

  • Food Technology: an initial exploration into its educational purposes
    2018
    Co-Authors: Marion Rutland, Gwyneth Owen-jackson
    Abstract:

    Food studies have been on the school curriculum in England since the mid-nineteenth century initially as a utilitarian subject, taught mainly to girls in order to prepare them for paid domestic work or housewifery. The National Curriculum, first introduced in 1990, merged Food studies (home economics) with other craft areas in ‘design and Technology’ (D&T) and the subject was renamed Food Technology. This research builds on previous research (Rutland & Owen-Jackson 2012, 2013) and aims to explore the educational purposes of Food Technology as preparation for life and employment. The research questions are: •  What is the course content of university Food-Technology courses? •  What is the content of school Food Technology courses, and how appropriate are they as preparation for informed citizenship and employment?" •  What is the practice of Food technologists in industry, how can this be described? Data was collected on the content of university and school based Food Technology courses and the views and background  of  former  Food  technologists  currently  teachers.  Two  Food  pathways,  Food  Technology  and hospitality and catering for pupils aged 14-16 years were identified. It is suggested that further research is needed to clarify the aims, objectives and value of these routes for upper secondary pupils in terms of general educational purposes, future citizenship and/or as preparation for a career. Key Words: Food Technology, hospitality and catering, schools, higher education, educational purposes and future citizenship

  • Food Technology on the school curriculum in England: Is it a curriculum for the twenty-first century?
    International Journal of Technology and Design Education, 2015
    Co-Authors: Marion Rutland, Gwyneth Owen-jackson
    Abstract:

    In England, Food Technology is part of the curriculum for design and Technology but the purpose of Food Technology education is not clear. Over the years, Food on the school curriculum has generally been seen as a practical, learning to cook, activity initially for girls to prepare them for domestic employment or housewifery. As society has developed many aspects of design and Technology teaching have also developed, to include teaching about new materials, new equipment and new processes but we argue that Food Technology has developed less slowly than other areas of design and Technology. We question whether the current Food Technology curriculum provides an appropriate education for pupils in the twenty-first century. The research involved interviews with stakeholders to develop a conceptual framework for a modern Food curriculum. School schemes of work and examination specifications were then analysed against this conceptual framework, and teachers and pupils were surveyed about their experiences of teaching and learning in Food Technology. The findings indicate that the main purpose of Food Technology on the school curriculum is still linked to developing pupils’ practical Food-making skills as a ‘life skill’, although one which is now available to boys and girls. We suggest that Food Technology education should serve a different and more sophisticated purpose in the twenty-first century; it could help pupils to develop their understanding of the underlying scientific principles, broaden their general knowledge of Food-related issues and better prepare them for citizenship and employment.

  • Food Technology in D&T: what do teachers’ and pupils’ in England really think?
    2013
    Co-Authors: Gwyneth Owen-jackson, Marion Rutland
    Abstract:

    This paper presents the views and ideas for further developments of Food Technology of practicing teachers and pupils in secondary design and Technology (DT 2010a; 2010b; 2011;Rutland, Owen-Jackson, 2012a; 2012b). The paper focuses on pupils aged 11-14 years and aims to find out what teachers and pupils: 1. currently understand as the role/purpose of Food Technology 2. understand to be involved in ‘designing’ with Food 3. consider to be the key aspects of Food Technology 4. think that pupils should learn when studying Food Technology 5. consider what needs to be further developed in the teaching and learning of Food Technology. The findings noted that both teachers and pupils thought that Food Technology should be taught, that designing was important as designing and making with Food helped pupils be creative, understand how to make ‘healthier’ Foods and provided links with future careers. The development of practical skills and nutritional knowledge were key aspects of Food Technology, though there was little evidence of teaching the implications of eating highly processed Foods and nutritional intake measures. The teachers considered that understanding what ingredients do and aspects of Food technologies were important, for example preserving Foods and emerging technologies but there was little evidence of these being taught to the majority of pupils before the 14-16 year age range. All pupils thought that learning to cook (a life skill) and knowledge of Food/ingredients were important aspects of Food Technology. It was concluded that there was a tension between pupils learning to ‘cook’ and Food Technology as a relevant and rigorous twenty first century curriculum area. Lack of curriculum time was cited as a key issue by teachers and pupils, reflecting local rather than national concerns. A key finding was a huge variation in access to Food Technology for pupils aged 11-14 years. Some schools had been given extra curriculum time for subject enhancement courses, though this was at the expense of offering examination courses to older pupils. The findings of this small scale research in England are indicative rather than definitive. A larger investigation with an international dimension and the production a modern Food Technology teaching resources were recommended.

  • Current classroom practice in the teaching of Food Technology: is it fit for purpose in the 21 st Century?
    2012
    Co-Authors: Marion Rutland, Gwyneth Owen-jackson
    Abstract:

    This paper builds on a research project exploring what secondary school pupils in England should learn in a modern Food Technology curriculum. The early stages of the research investigated the views of a range of professionals interested in teaching Food Technology and suggested a framework for a modern Food Technology curriculum, which would include: • Designing and making Food products; • Underpinned by an understanding of the science of Food, cooking and nutrition; • Incorporating an exploration of both existing and new and emerging Food technologies; • In the context of sustainable development of Food supplies locally, nationally and globally; • Including an appreciation of the roles of the consumer, the Food industry and government agencies in influencing, monitoring, regulating and developing the Food we eat. (Rutland, 2009, p5). The next stages of the project explored the views of a number of stakeholders of the framework. These included initial teacher educators, teachers, providers of professional development courses for design and Technology teachers, higher education lecturers, examining bodies concerned with the General Certificate of Secondary Education (GCSE) Food Technology courses for pupils aged 16 years and the General Certificate of Education (GCE) for pupils aged 18 years and researchers working for the Food industry. This paper presents the findings of an analysis of a small sample of Key Stage 3 (pupils aged 11-14 years) English secondary schools’ Food Technology schemes of work (SoW), against the suggested Food Technology framework. The framework was elaborated to give more details of the potential content and used to critique the schemes of work based on current practice in the classroom. The key findings were that to ensure a modern technologically challenging Food Technology curriculum fit for the 21st Century, Key Stage 3 pupils need a broader and more challenging curriculum. It should teach pupils a wider range of appropriate designing strategies aimed at making design decisions other than aesthetic, such conceptual, technical, constructional or marketing. There should be more attention given to progression and continuity from the primary Key Stage 2 (children aged 7-11 years) in the products the pupils design and make and the scientific and nutritional knowledge and understanding that underpins their work. The pupils should learn about new and existing Food technologies, issues related to Food sources and sustainability and gain more understanding of themselves as consumers and the role of the Food industry and government agencies in their lives.

  • Designing in Food Technology – a curriculum intervention strategy in a one year design & Technology postgraduate teacher training course
    2005
    Co-Authors: Marion Rutland, David Barlex, Margaret Jepson
    Abstract:

    This study builds on previous work (Barlex and Rutland, 2004) exploring the effectiveness of a deliberate curriculum intervention strategy aimed at enhancing the design ability and design teaching skills of trainee teachers on a one year PGCE Design & Technology course. In this new study the focus is on the design ability and design teaching skills of Food Technology trainees. A parallel study was carried out at another institution and this will be reported in a future publication. The trainee's initial design ability in Food Technology was gauged in two ways; using an audit tool and evidence provided by the design portfolio produced during the first Food Technology design activity for all trainees on the course. The development of Food Technology design ability was then gauged using evidence from the design portfolios produced during two additional Food design activities. The study includes two sets of interviews with a sample of Food Technology trainees following the Food design activities and a final interview at the end of the research project. The ability to teach designing with Food and its development across the one year course was gauged using data collected through classroom observation; trainee’s teaching practice file and analysis of interviews with the sample of Food Technology trainees at the end of each teaching experience. The study will report preliminary findings from data collected September 2004 – December 2004 concerning the development of design ability within Food Technology and the development of the ability to teach designing with Food Technology for trainees at a single institution.

G Evans - One of the best experts on this subject based on the ideXlab platform.

  • Reliability and predictive validity of the Food Technology Neophobia Scale.
    Appetite, 2009
    Co-Authors: G Evans, C. Kermarrec, T. Sable, D.n. Cox
    Abstract:

    Abstract The recently developed Food Technology Neophobia Scale (FTNS) was further tested to assess scale reliability. On 2 occasions, 131 consumers responded to the FTNS, technologies descriptions and ‘willingness to try’ Food technologies for 7 products. In the second session, they were offered Foods to taste. ‘Information seeking’ was measured as a potential confounder of stability. The intra-class correlation was 0.86 and there was no difference between the FTNS scores ( p  > 0.05). Correlations with ‘willingness to try’ novel technologies were −0.39 to −0.58. The FTNS is confirmed as a reliable and predictive measure of responses to novel Food technologies.

  • construction and validation of a psychometric scale to measure consumers fears of novel Food technologies the Food Technology neophobia scale
    Food Quality and Preference, 2008
    Co-Authors: G Evans
    Abstract:

    Abstract Consumers’ fears of novel Food technologies are documented. The ability to identify population segments that have greater or lesser neophobia, thus enabling identification of early adopters of innovative products, would be useful. The Food Neophobia Scale [FNS; Pliner, P., & Hobden, K. (1992). Development of a scale to measure the trait of Food neophobia in humans. Appetite , 19, 105–120] is a useful tool for assessing reactions to ethnic Foods (and sensation seeking) but less suitable for assessing receptivity to Foods produced by novel technologies. Therefore, there is a need to develop a new psychometric tool that identifies Food Technology neophobia. In a three stage validation exercise, 81 statements (items) were reduced to 31 ( n  = 193) and subsequently reduced to 13 items ( n  = 459) by factor analysis. After a face validity check, the new 13 item Food Technology Neophobia Scale was tested ( n  = 295) and found to have predictive (criterion) validity (willingness to consume Foods produced by novel Food technologies). Furthermore, convergent validity was found between the FTNS and Trust in Science scale [TISS; Bak, H. (2001). Education and public attitudes toward science: Implications for the ‘deficit model’ of education and support for science and Technology. Social Science Quarterly, 82 (4), 779–793] and FNS.

Gwyneth Owen-jackson - One of the best experts on this subject based on the ideXlab platform.

  • Food Technology: an initial exploration into its educational purposes
    2018
    Co-Authors: Marion Rutland, Gwyneth Owen-jackson
    Abstract:

    Food studies have been on the school curriculum in England since the mid-nineteenth century initially as a utilitarian subject, taught mainly to girls in order to prepare them for paid domestic work or housewifery. The National Curriculum, first introduced in 1990, merged Food studies (home economics) with other craft areas in ‘design and Technology’ (D&T) and the subject was renamed Food Technology. This research builds on previous research (Rutland & Owen-Jackson 2012, 2013) and aims to explore the educational purposes of Food Technology as preparation for life and employment. The research questions are: •  What is the course content of university Food-Technology courses? •  What is the content of school Food Technology courses, and how appropriate are they as preparation for informed citizenship and employment?" •  What is the practice of Food technologists in industry, how can this be described? Data was collected on the content of university and school based Food Technology courses and the views and background  of  former  Food  technologists  currently  teachers.  Two  Food  pathways,  Food  Technology  and hospitality and catering for pupils aged 14-16 years were identified. It is suggested that further research is needed to clarify the aims, objectives and value of these routes for upper secondary pupils in terms of general educational purposes, future citizenship and/or as preparation for a career. Key Words: Food Technology, hospitality and catering, schools, higher education, educational purposes and future citizenship

  • Food Technology on the school curriculum in England: Is it a curriculum for the twenty-first century?
    International Journal of Technology and Design Education, 2015
    Co-Authors: Marion Rutland, Gwyneth Owen-jackson
    Abstract:

    In England, Food Technology is part of the curriculum for design and Technology but the purpose of Food Technology education is not clear. Over the years, Food on the school curriculum has generally been seen as a practical, learning to cook, activity initially for girls to prepare them for domestic employment or housewifery. As society has developed many aspects of design and Technology teaching have also developed, to include teaching about new materials, new equipment and new processes but we argue that Food Technology has developed less slowly than other areas of design and Technology. We question whether the current Food Technology curriculum provides an appropriate education for pupils in the twenty-first century. The research involved interviews with stakeholders to develop a conceptual framework for a modern Food curriculum. School schemes of work and examination specifications were then analysed against this conceptual framework, and teachers and pupils were surveyed about their experiences of teaching and learning in Food Technology. The findings indicate that the main purpose of Food Technology on the school curriculum is still linked to developing pupils’ practical Food-making skills as a ‘life skill’, although one which is now available to boys and girls. We suggest that Food Technology education should serve a different and more sophisticated purpose in the twenty-first century; it could help pupils to develop their understanding of the underlying scientific principles, broaden their general knowledge of Food-related issues and better prepare them for citizenship and employment.

  • Food Technology in D&T: what do teachers’ and pupils’ in England really think?
    2013
    Co-Authors: Gwyneth Owen-jackson, Marion Rutland
    Abstract:

    This paper presents the views and ideas for further developments of Food Technology of practicing teachers and pupils in secondary design and Technology (DT 2010a; 2010b; 2011;Rutland, Owen-Jackson, 2012a; 2012b). The paper focuses on pupils aged 11-14 years and aims to find out what teachers and pupils: 1. currently understand as the role/purpose of Food Technology 2. understand to be involved in ‘designing’ with Food 3. consider to be the key aspects of Food Technology 4. think that pupils should learn when studying Food Technology 5. consider what needs to be further developed in the teaching and learning of Food Technology. The findings noted that both teachers and pupils thought that Food Technology should be taught, that designing was important as designing and making with Food helped pupils be creative, understand how to make ‘healthier’ Foods and provided links with future careers. The development of practical skills and nutritional knowledge were key aspects of Food Technology, though there was little evidence of teaching the implications of eating highly processed Foods and nutritional intake measures. The teachers considered that understanding what ingredients do and aspects of Food technologies were important, for example preserving Foods and emerging technologies but there was little evidence of these being taught to the majority of pupils before the 14-16 year age range. All pupils thought that learning to cook (a life skill) and knowledge of Food/ingredients were important aspects of Food Technology. It was concluded that there was a tension between pupils learning to ‘cook’ and Food Technology as a relevant and rigorous twenty first century curriculum area. Lack of curriculum time was cited as a key issue by teachers and pupils, reflecting local rather than national concerns. A key finding was a huge variation in access to Food Technology for pupils aged 11-14 years. Some schools had been given extra curriculum time for subject enhancement courses, though this was at the expense of offering examination courses to older pupils. The findings of this small scale research in England are indicative rather than definitive. A larger investigation with an international dimension and the production a modern Food Technology teaching resources were recommended.

  • Current classroom practice in the teaching of Food Technology: is it fit for purpose in the 21 st Century?
    2012
    Co-Authors: Marion Rutland, Gwyneth Owen-jackson
    Abstract:

    This paper builds on a research project exploring what secondary school pupils in England should learn in a modern Food Technology curriculum. The early stages of the research investigated the views of a range of professionals interested in teaching Food Technology and suggested a framework for a modern Food Technology curriculum, which would include: • Designing and making Food products; • Underpinned by an understanding of the science of Food, cooking and nutrition; • Incorporating an exploration of both existing and new and emerging Food technologies; • In the context of sustainable development of Food supplies locally, nationally and globally; • Including an appreciation of the roles of the consumer, the Food industry and government agencies in influencing, monitoring, regulating and developing the Food we eat. (Rutland, 2009, p5). The next stages of the project explored the views of a number of stakeholders of the framework. These included initial teacher educators, teachers, providers of professional development courses for design and Technology teachers, higher education lecturers, examining bodies concerned with the General Certificate of Secondary Education (GCSE) Food Technology courses for pupils aged 16 years and the General Certificate of Education (GCE) for pupils aged 18 years and researchers working for the Food industry. This paper presents the findings of an analysis of a small sample of Key Stage 3 (pupils aged 11-14 years) English secondary schools’ Food Technology schemes of work (SoW), against the suggested Food Technology framework. The framework was elaborated to give more details of the potential content and used to critique the schemes of work based on current practice in the classroom. The key findings were that to ensure a modern technologically challenging Food Technology curriculum fit for the 21st Century, Key Stage 3 pupils need a broader and more challenging curriculum. It should teach pupils a wider range of appropriate designing strategies aimed at making design decisions other than aesthetic, such conceptual, technical, constructional or marketing. There should be more attention given to progression and continuity from the primary Key Stage 2 (children aged 7-11 years) in the products the pupils design and make and the scientific and nutritional knowledge and understanding that underpins their work. The pupils should learn about new and existing Food technologies, issues related to Food sources and sustainability and gain more understanding of themselves as consumers and the role of the Food industry and government agencies in their lives.

  • Food Technology in the classroom
    2007
    Co-Authors: Gwyneth Owen-jackson
    Abstract:

    A discussion of the content and teaching of Food Technology in secondary schools. About the Book: Containing practical activities and materials that provide excellent opportunities to analyze learning and performance within Design and Technology, this book also includes case studies and examples of existing good practice and a range of tried-and-tested strategies. Specially designed to be written in directly it provides a useful record of progress and is accompanied by a supporting website. Designed to be used by student teachers, NQTs and beginning teachers, this workbook covers each main specialist area of Design Technology: electronics and communications Technology (ECT), Food Technology, materials Technology and textiles Technology This book complements "Learning to Teach Design and Technology in the Secondary School" but can also be used equally successfully on its own.

Jooae Paek - One of the best experts on this subject based on the ideXlab platform.

Rebecca Lambert - One of the best experts on this subject based on the ideXlab platform.