Download Teaching Food Technology in Secondary School by Marion Rutland PDF

By Marion Rutland

First released in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

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G. 2), is a process conSisting of the following elements: • The consumer market, consumer awareness, retailing. • Principles of food manufacture, raw materials, recipes, formulas, mixing, process centred. • Nutritional aspects. • Devising product specifications, research development. • Test procedures - sensOlY, evaluation, consumer acceptability. • Large-scale manufacture, pilot, batch, continuous production, packaging, transport. ' Fisher (1989) sees problem solving as involving critical or analytical thinking and creative thinking, which generates possible solutions, together with doing or acting for some purpose.

Others argued that there should be additional curriculum time for home economics to ensure that all pupils understand about nutrition and healthy eating, implying that they thought these aspects would not be covered in food technology. The NCC noted that respondents to consultation thought that the proposals ‘gave a clear analysis of the contribution of food technology in developing pupils’ technological knowledge and skills and for gaining practical experience of quality assurance procedures’.

Care needs to be taken with open-ended problem solving to ensure pupils are able to progress with their D&T knowledge, understanding and skills. • Pupils should be given the opportunity to develop their food technology capability through a range of design-and-make assignments, focused practical tasks and investigative activities. • Teaching strategies used in food technology will vary according to the pupil’s needs, with formal teaching styles, such as demonstration, being an effective method for teaching knowledge and understanding or particular skills.

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