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Kostelyk, Janna

This inquiry explores how a proposed “food fluency framework” could be meaningfully incorporated into a Foods and Nutrition course through the use of teacher action research. The food fluency framework builds upon the current research on various food literacy definitions, in combination with the theoretical foundation of Brown and Paolucci’s mandate for home economics and their three systems of action: rational/technical, communicative/interpretive, and critical/emancipatory. Upon completing a conceptual analysis of various food literacy definitions and synthesizing them within these three systems of action, a new “food fluency framework” was created. Using action research in a Foods and Nutrition 11/12 class, I revised and updated unit and lesson plans to reflect the new framework for teaching, and used regular formative assessment tools to observe students’ responses to the new approach. I also used a reflective journal to keep track of observations and critical incidents in the classroom. The process and results of the study have allowed me to critique my own teaching practice, and the findings have implications for home economics educators planning units and lessons to better integrate a holistic approach that uses a “food fluency framework” to teaching Foods and Nutrition.

Text

University of British Columbia. EDCP 590

Vancouver : University of British Columbia Library

10.14288/1.0437737

Education, Faculty of; Curriculum and Pedagogy (EDCP), Department of

Graduate

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