Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
Investigating pupils’ perceptions of their experiences of learning is a powerful tool in helping to develop an understanding of teaching and learning. Little has been published about pupil’s attitudes and perceptions of food technology at secondary level in English schools. Coupled with policy changes to provide greater curriculum freedom schools can perhaps explore a less descriptive dictate than that provided by the National Curriculum.
This paper reports on the perceptions of 120 Key Stage 3 (aged 11-14) pupils in seven secondary schools in the West Midlands; England. It looks at perceptions and values relating to the teaching of food technology. The evidence suggests that pupils understand that food technology is more than just learning to cook. They enjoy practical participation and engagement; active lessons and autonomy.
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