The role of the Home Economics practical component in teaching and learning

Abstract

One of the aims of Home Economics (HE) in Malta is to help students develop an understanding of “scientific principles in nutrition and health; and promote a balanced, critical approach to food choice and eating habits and develop skills relating to the choice, preparation and presentation of food”(DQSE, 2012, p.9). In fact, HE is characterised by a practical component, whereby students must critically choose, prepare and serve a dish based on a given assignment. Although the value of such hands-on practical sessions is not always recognised (Ronto et al., 2017), many advocate such active methodologies as an ideal approach to learning, including philosopher John Dewey (1938), the theory of constructivism and educational theorist David Kolb who emphasised the importance of `experiential learning’ (Kolb, 1984). Furthermore, HE practical sessions could also impart other skills apart from cooking (McDowell et al., 2015; Stead et al., 2004). The purpose of this study was to investigate whether the HE practical component in Malta helps in enhancing teaching and learning, and whether it helps students acquire skills, other than cooking. A mixed-methods approach was utilised, collecting data through interviews with five Year 11 students and a questionnaire distributed to all HE teachers. Results showed that through being actively involved and engaged in lessons, the HE practical component improves learning and could help students understand theoretical lessons more deeply. Furthermore, it helpsstudents not only acquire culinary skills, but also supports their holistic development through the acquisition of other important 21st century skills.