The state of learning activities in teaching Home Economics: A cross sectional study in Norwegian schools
Cecilie Beinert et al.
What the paper says
Food and Health (FH) is an important subject in Norwegian schools, but little is known about how this subject is being taught. The aim of this study was to examine the use of exploratory/experimental activities, flipped classroom, activities were students are encouraged to use their senses and digital tools in FH. We further wanted to explore which factors teachers report as barriers and promoters to teaching and learning among students in this subject. An anonymous online questionnaire was distributed by email to all primary and lower secondary schools in Norway (n=2821), and all FH teachers were invited to participate. A total of 1170 FH teachers completed the questionnaire, 85% were women. Most teachers (71%) reported using learning activities where students were encouraged to use their senses, followed by exploratory/experimental activities (65%), digital tools (56%) and flipped classroom (14%). Lack of equipment, non-optimal premises and economic factors were most important barriers to good teaching in FH. All teachers highlighted engaged teachers as most important for learning. Food and health teachers use of the different learning activities investigated in this study varied. Engaged teachers are important for learning, whereas lack of equipment, non-optimal premises and economic factors are barriers to good teaching.
8 citations
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.63 × 0.4 = 0.25 |
| M · momentum | 0.80 × 0.15 = 0.12 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.