The way of presenting dietary contents for home economics class impacts the pupils’ knowledge of nutrition. Using various didactic approaches, pupils are thought nutritional terms in various ways, which deepens their knowledge.
By completing interviews with four home economics teachers and by observing in class, we have gained data on didactic approaches in teaching dietary concepts. In each of the observed classes, we asked pupils about their opinion on the finished class. The model contains 109 sixth grade pupils of an elementary school.
We notice that home economics teachers perceive quality dietary knowledge as substantial practical knowledge. They wish that dietary knowledge and other skills (e.g. care for healthy lifestyle), thought in home economics class, are of help for pupils facing obstacles and challenges they meet on their path. This, in their opinions, is also one of the key indicators of a quality class in general. Moreover, choosing didactic approaches affects the quality of acquired knowledge. In their opinion, there should not not be much frontal teaching, and the emphasis should be on collaborative learning.
By implementing school knowledge into living environment, experiential learning in home economics class can be of high importance. Home economics teachers believe that implementing knowledge into home environment is of key importance. They emphasize that it is important for parents to integrate their children into housekeeping. This field needs further research.