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Digital diet planning task in a Food and health subject curriculum in teacher education

Müller, Hanne; Søberg, Lilja Elina Kaarina Palovaara
Journal article, Peer reviewed
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URI
https://hdl.handle.net/10642/9469
Date
2020
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  • LUI - Institutt for grunnskole- og faglærerutdanning [490]
Original version
Müller HM, Søberg LP. Digital diet planning task in a Food and health subject curriculum in teacher education. International Journal of Home Economics. 2020;13(1):72-81  
Abstract
This practitioners’ inquiry focuses on students’ and teacher educator’s experiences and reflections

in implementing a digital diet planning task (DPT) as a learning/teaching method in an academic

primary and secondary school teacher education at Oslo Metropolitan University (OsloMet). DPT

involved students individually registering of all foods and beverages they ate during a 24- hour

period, computing nutrients and energy consumptions by using a digital program and evaluated their

diets by comparing these with the Norwegian Health Directorate’s nutrients and diet

recommendations. They also reflected on what food they could remove or substitute in order to

consume a healthier diet.

The data was collected by a questionnaire administered to 23 students, interviews of eight students,

and teacher educator’s observation notes. The findings indicate that the task made the students

more aware of healthy food choices based on scientific knowledge and regarded DPT as relevant to

their future teacher careers. Most students responded positively to DPT as a teaching/learning

method and meant that DPT supported their learning of the subjects’ content knowledge but only

little new digital skills. The results indicate that several students had propositional content

knowledge, teachers’ knowledge and professional knowledge.
Publisher
International Federation for Home Economics
Series
International Journal of Home Economics;Volume 13, Issue 1
Journal
International Journal of Home Economics

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