Oppskriften- den skjulte læreplanen i mat og helse
DOI:
https://doi.org/10.5617/adno.4829Keywords:
Læreren, skult læreplan, oppskriften, tid, matlaging, artefakter og organisering.Abstract
Denne artikkelen setter søkelyset på hvordan lærere operasjonaliserer faget mat og helse på barnetrinnet. Studien er en sammenlignende kasusstudie på tre fulldelte barneskoler. Datainnsamlingen ble gjennomført på 6. trinn på hver skole og fulgte samme struktur: først observasjon av to opplæringsøkter i faget, deretter innhenting av dokumenter og til slutt individuelt intervju med mat- og helselærer.
Resultatene viser at lærerne vektla det å lage mat som den viktigste kompo-nenten i mat- og helsefaget, og at oppskriftene var dominerende for planlegging og gjennomføring av opplæringen. Matvarene som ble brukt i opplæringen, så ut til å være et uttrykk for mattradisjoner mer enn et fokus på fagets formål. Videre var lengden på undervisningsøkten styrende for hvordan lærerne gjennomførte opplæringen, og påvirket grad av veiledning og i hvilken grad måltidet framsto som en læringsarena. Når oppskriften framstår som så dominerende i planlegging og gjennomføring av opplæringen, kan den sees på som et nytt læreplannivå, «den skjulte læreplan». Artikkelen diskuterer også hvordan kategoriene i den didaktiske relasjonsmodellen kommer til utrykk i gjennomføringen av opplæringen i faget mat og helse.
Nøkkelord: mat- og helseopplæring, oppskriften, matlaging, skjult læreplan, artefakter
The recipe – the hidden curriculum in the food and health subject
Abstract
This article focuses on how teachers operationalize the subject “food and health” at the primary level. The study is a comparative case study at three primary schools. The data was collected in the 6th grade at each school in the following manner: first observation of two teaching sessions in the subject, then collection of documents, and finally an individual interview with the food and health teacher.
The results show that the teachers considered cooking as the most important component of the food and health subject, and that the recipes were crucial for the planning and implementation of the teaching. The foods used in the teaching appeared to be based predominantly on food traditions rather than on the health perspective of the subject. Moreover, the time frame of the sessions directed how the teachers carried out the teaching, and this also affected the amount of supervision and the extent to which the meal itself was used as an arena for cultural formation. When the recipe appears to be so dominant in the planning and implementation of the teaching, it can be regarded as a new curriculum level, or a “hidden curriculum”. The article also discusses how the categories in the didactical relation model are expressed in the implementation of the food and health teaching.
Keywords: food and health teaching, recipe, cooking, hidden curriculum, artefacts
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