烹饪课堂上的学习经验:确定烹饪实践教学过程中的障碍和促进因素

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Hospitality Leisure Sport & Tourism Education Pub Date : 2024-06-21 DOI:10.1016/j.jhlste.2024.100508
Guilherme Henrique Koerich , Fernanda A. Ferreira , José António Costa Alves da Silva , Araci Hack Catapan
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引用次数: 0

摘要

烹饪教育在大学环境中相对较新。厨房实验室中的实践课对这一领域的发展具有战略意义。实践课要求学生调动各种技能,吸收视觉线索、有关产品和器皿的信息以及准备工作的关键点,在这一动态过程中,除了烹饪,学生还必须练习团队合作、清理空间、管理多项活动,并遵守教师设定的期限和目标。关于动手烹饪实验室的教育实践,文献中存在一些空白。基于这一前提,本研究旨在从葡萄牙一所高等院校学生的角度出发,找出烹饪课实践学习的促进因素和阻碍因素。为实现这一目标,研究人员对该地区两所高等教育机构的学生进行了结构化问卷调查。分析结果采用了 Bardin 内容分析模型(2006 年)。结果表明,教师与学生在实践课各个阶段的互动是教学过程取得成功的基础。
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Learning experiences in the culinary classroom: Identifying barriers and enablers in the practical teaching-learning process in gastronomy

Gastronomy education is relatively new in the university environment. Practical classes in kitchen laboratories are strategic in development the segment. A practical class demands that students mobilize a wide range of skills, assimilate visual cues, information about products and utensils, and critical points of preparation, in a dynamic process in which, besides cooking, students must also practice teamwork, clean the space, manage several activities, and commit to the deadlines and objectives set by the teacher. There are several gaps highlighed in the literature regarding educational practices in hands-on cooking laboratories. Based on this premise, this research aimed to identify enablers and hindrances to hands-on learning in cooking classes, from the perspective of students, in a higher education institution in Portugal. To reach this goal, a structured questionnaire was applied to students of two higher education programmes in the area. Bardin’s content analysis model (2006) was used to analyze the results. The results indicate that the interaction between teachers and students in all stages of a practical class is fundamental for the success of the teaching-learning process.

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来源期刊
CiteScore
8.10
自引率
10.80%
发文量
41
审稿时长
42 days
期刊介绍: The Journal of Hospitality, Leisure, Sport and Tourism Education (JoHLSTE) is the leading international, peer-reviewed educational journal for this subject grouping. Its aims are to: a) Promote, enhance and disseminate research, good practice and innovation in all aspects of higher education in Hospitality, Leisure, Sport and Tourism and Events to its prime audience including teachers, researchers, employers, and policy makers. b) Encourage greater understanding, links and collaboration across its constituent fields. JoHLSTE is designed to have maximum impact through it being available on-line, fully archived and peer-reviewed. JoHLSTE is divided into seven sections: Editorial; Academic Papers; Practice Papers, Perspectives, Comments and Rejoinders, Research Notes and Reports and Education Resource Reviews.
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