Food and cooking as context for science...

Food and cooking as context for

science teaching

Taking both science and food seriously

Erik Fooladi

[email protected]

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


Reasons & argumentation


Everydaychoices

(socioscientific issues)

Everydaychoices


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…")


http://braukaiser.com


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





Everydaychoices


Everydaychoices


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.


Conclusion

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???????


Only for food geeks?

Erik F

oola

di

Thank you

[email protected]

-

fooducation.org

-

naturfag.no/mat

Before After

Air bubbles


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"


Food and cooking as context for science...

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