Post on 22-Jun-2020
Food and cooking as context for
science teaching
Taking both science and food seriously
Erik Fooladi
ef@hivolda.no
Volda university college– Science teacher education
– Home economics teacher education
• (Ernährung und Haushalt?)
Presentation
Norwegian Centre for Science Education (Univ. of Oslo)
– Teaching resources
– Development work
– Research
– Courses
– Policy contributions
Outline
1. Issues and challenges
2. Context-based teaching, inquiry and argumentation
3. Examples
4. Justification for the choice of context; outlook
Erik Fooladi - Vienna Feb. 2015
?
Issues (I) – The students
The majority of the students in school will not pursue a future career in
science/technology
Has consequences for• Content
• Teaching perspective/approach
• Methods
Aikenhead (2006). Science education for everyday life: evidence-based practice. New York: Teachers College Press.
Issues (II) – Context and knowledge transfer
Student teacher “Karen” (home economics)
"When we cook food together my friends say I have
started to speak so strangely/differently"
Bla bla blabla bla bla
Blablablablablabla
Gilbert, Bulte & Pilot (2011). Concept Development and Transfer in Context-Based Science Education. Int. J. Sci. Educ., 33(6), 817-837.
Rocard et al. (2007). Science Education NOW: A renewed Pedagogy for the Future of Europe. Office for Official Publications of the EC
Ag+(aq) + Cl-(aq) → AgCl (s)
A model of science vs. society
Experiment & inquiry
Experiment & inquiry
Reasons & argumentation
Reasons & argumentation
Everydaychoices
(socioscientific issues)
Everydaychoices
(socioscientific issues)
Roberts & Gott (2010). Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy.
Res. Sci. Techn. Educ., 28(3), 203-226.
The "so what"-problem as starting point
"What does this have to do with me?"
("I’m not going to work with science…")
Erik Fooladi - Vienna Feb. 2015
http://braukaiser.com
Erik Fooladi - Vienna Feb. 2015
Example 1 – pH, context and argumentation
The classic: red cabbage indicator
Application in science education
Bjørn Gunnar Steen/Aqua (Gyldendal)
Kjemien stemmer Kjemi 1 (Cappelen)
Blueberries (bilberries) are indicators
Linnea Töyrylä
«Mustikkatrio» Egg white foam w/blueberries(pH in eggs increase w/age→ pH = 9)
Cream w/ yoghurt/sourcream, lemon and blueberries
Blueberries
Töyrylä et al. (2013). Learning acidity in the context of molecular gastronomy through argumentation – Making of a blueberry trio.
LUMAT - Research and Practice in Math, Science and Technology Education, 1(2), 91-96. http://www.luma.fi/lumat-en/2014
pH, indicators and argumentation
• Students should make justified decisions about these
claims:1. In a basic environment the blueberry juice appears red
2. Blueberry juice makes the yoghurt acidic
3. Lemon juice is more acidic than yoghurt
• Support– Texbooks, ingredients, pH paper, etc.
• Both first-hand and second-hand investigations
Töyrylä et al. (2013). Learning acidity in the context of molecular gastronomy through argumentation – Making of a blueberry trio.
LUMAT - Research and Practice in Math, Science and Technology Education, 1(2), 91-96. http://www.luma.fi/lumat-en/2014
Example 2 – Kitchen stories
Read more: http://www.fooducation.org/search/label/kitchen%20stories
The general idea
• Students collect culinary claims (“Kitchen stories”)– “you can’t make jelly with fresh kiwi because it will not set”
– “if you store cucumbers together with tomatoes, the cucumbers will decay/rot faster”
– “meat should be tempered before cooking”
• Analyse the kitchen stories– Argumentation: “what lies behind this claim?”
• Deconstruct and retrace someone’s argument/reasoning1
– Inquiry: “can it be tested?”
• Test the claim experimentally (and publish)
1 Palincsar & Magnusson (2001). The Interplay of First-Hand and Second-Hand Investigations to Model and Support the Development of Scientific Knowledge and Reasoning. In Carver & Klahr, Cognition and Instruction - Twenty-five Years of Progress. Lawrence Erlbaum
Example (argumentation)
Cucumbers decay/rotmore quickly if
stored together with tomatoes
CLAIM
Tomatoes produceethene gas
Therefore
DATA
Supported by
BACKING
Decay (rotting) can be defined as ripening
gone too far
If tightly wrapped, they can be stored
with tomatoes without being affected
REBUTTAL
Reservation: stored at room temperature
QUALIFIER
SinceWARRANT
Etene gas promote ripening in fruit and vegetables
Toulmin, S. (1958/2003). The Uses of Argument. Cambridge: Cambridge University Press.
Science vs. society revisited
Experiment & inquiry
Experiment & inquiry
Reasons & argumentation
Reasons & argumentation
Everydaychoices
(socioscientific issues)
Everydaychoices
(socioscientific issues)
Roberts & Gott (2010). Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy.
Res. Sci. Techn. Educ., 28(3), 203-226.
A dream: Kitchen stories international network
• Multidisciplinary
• International
• Informal & fun– …but still serious
• Multi-level– Academics
– Chefs
– Teachers
– Journalists
– Students
– Food devotees
– Whoever…
Fooladi, E., & Hopia, A. (2013). Culinary precisions as a platform for interdisciplinary dialogue. Flavour, 2(6).
Example 3 – Cooking eggs
Martin Lersch (http://blog.khymos.org/2009/04/09/towards-the-perfect-soft-boiled-egg/)
Uses the laws from physics for heat penetration.White coagulates before yolk
→ egg cooking calculator possible
Dept. of Chemistry, Univ. of Oslo (www.mn.uio.no/kjemi/tjenester/kunnskap/egg)
Do eggs behave as meat?
• Egg composition is similar to meat;
water, fat and denaturing proteins
• Core temperatures for meat– ca. 52 ºC - raw/red
– ca. 56 ºC - medium raw
– ca. 60 ºC - medium
– ca. 64 ºC - well done
• According to literature (Hervé This)– White start coagulating at ca. 62 ºC
– Yolk coagulates at ca. 68 ºC
– …!!!
Erik F
oola
di
Naturlegvis/Erlend Krumsvik
65 ºC || 68 ºC
Read more: http://www.fooducation.org/search/label/eggs
Eggs – temperature, time, …or both? (2006)
2011
Vega & Mercadé-Prieto (2011). Culinary Biophysics: on the Nature of the 6X°C Egg. Food Biophys., 6(1), 152-159.
Applications
eatfoo.com
chadzilla.typepad.com
blog.ideasinfood.com
molekyyligastronomia.fi
+
What you need to replicate Vega et al.
Erik Fooladi - Vienna Feb. 2015
Conclusion
???????
???????
???????
???????
Erik Fooladi - Vienna Feb. 2015
Only for food geeks?
Erik F
oola
di
Thank you
ef@hivolda.no
-
fooducation.org
-
naturfag.no/mat
Before After
Air bubbles
Erik Fooladi - Vienna Feb. 2015
Cooking meat to core temperature
https://groups.csail.mit.edu/uid/science-of-cooking/home-screen.html
Turu
nS
anom
at
Anu Hopia, prof. food science
University of Turku
Meat, science and society
Monthly open “Molecular gastronomy club”
with chef / culinary teacher Tatu Lehtovaara
Claim:
"Meat must be tempered before cooking"
Erik Fooladi - Vienna Feb. 2015